the use of clipping words to develop...
TRANSCRIPT
THE USE OF CLIPPING WORDS TO DEVELOP STUDENTS’
VOCABULARY
(A Quasi-Experimental Study at Tenth Grade of 5 Senior High School
South Tangerang)
By:
Intan Paramita
11150140000050
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019
i
APPROVAL SHEET
THE USE OF CLIPPING WORDS TO DEVELOP STUDENTS’
VOCABULARY
(A Quasi-Experimental Research at the Tenth Grade of SMAN 5 Kota Tangerang
Selatan in Academic Year 2018/2019)
A Skripsi
By:
Intan Paramita
11150140000050
Approved by:
Advisor I Advisor II
Didin Nuruddin Hidayat, Ph.D. Dr. Atiq Susilo, M.A
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019
ii
ENDORSEMENT SHEET
iii
STATEMENT OF AUTHENTICITY
iv
ABSTRACT
Intan Paramita (11150140000050). The Use of Clipping Words to Develop
Students’ Vocabulary (A Quasi-Experimental Research at the Tenth Grade of
SMAN 5 Kota Tangerang Selatan in the Academic Year 2018/2019). A skripsi
of Department of English Education, Faculty of Educational Sciences of Syarif
Hidayatullah State Islamic University, Jakarta, 2019.
Advisor I : Didin Nuruddin Hidayat, Ph.D
Advisor II : Dr. Atiq Susilo, M.A
Keywords : Vocabulary, Clipping Words
This research was intended to get the empirical evidence of the use of clipping
words in developing students’ vocabulary. The design used in this research was a
quasi-experimental design. The population was the tenth grade learners of SMAN
5 Kota Tangerang Selatan. The sample was 25 students chosen through purposive
sampling technique and classified into two classes; the experimental and controlled
class. The data were gained through quantitative method. The instrument used in
this research was writing tests which were given at the beginning and at the last
meeting after the treatments by using clipping words. The data of pre-test and post-
test were analyzed by using t-test. The results of pre-test score from both classes
showed that the mean score of experimental class and controlled class was not much
different. Meanwhile, the result of the post-test score revealed that the score of
experimental class was higher than the controlled class. The results presented that
the to was 2,83 while the tt was 2,01 in significant 5% (0.05). In other words, it can
be said that to known as the value of t-test were higher than tt known as t-table (to
(2,83) > tt (2.01)). It clearly proves that applying clipping words was effective to
increase learners’ vocabulary at the tenth grade of SMAN 5 Kota Tangerang Selatan
in academic year 2018/2019.
v
ABSTRAK
Intan Paramita (11150140000050). Kegunaan Clipping Words Untuk
Mengembangkan Kosakata Siswa (Penelitian Kuasi eksperimental pada Kelas
Sepuluh SMAN 5 Kota Tangerang Selatan). Skripsi, Jurusan Pendidikan Bahasa
Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta, 2018.
Dosen Pembimbing I : Didin Nuruddin Hidayat, Ph.D
Dosen Pembimbing II : Dr. Atiq Susilo, M.A
Kata Kunci : Kosa kata, Kata Kliping
Penelitian ini bertujuan mendapatkan bukti empiris tentang pengaruh penggunaan
clipping words terhadap kemampuan mengembangkan kosakata siswa. Populasi
penelitian ini adalah siswa kelas sepuluh SMAN 5 Kota Tangerang selatan. Desain
yang digunakan dalam penelitian ini adalah desain quasi-experimental. Sampel
yang digunakan sejumlah 25 siswa yang dipilih dengan menggunakan teknik
sampel purposive dan kemudian diklasifikasikan menjadi dua kelas, yakni kelas
eksperimen dan kelas kontrol. Instrumen yang digunakan pada penelitian ini adalah
tes kemampuan menulis yang diberikan pada awal dan akhir pertemuan setelah
clipping words diterapkan. Data dari nilai awal dan nilai akhir dianalisa
menggunakan uji t. Hasil nilai awal siswa dari kedua kelas menunjukkan bahwa
nilai rata-rata kelas eksperimen dan kelas kontrol tidak terlalu banyak berbeda.
Sedangkan hasil nilai akhir menunjukkan bahwa nilai kelas eksperimen lebih tinggi
daripada kelas kontrol. Hasil menjukkan bahwa nilai t hitung sebesar 2,83
sedangkan nilai t-tabel pada signifikansi 5% (0.05) adalah 2,01. Dengan kata lain,
dapat dikatakan bahwa nilai to yang diketahui sebagai t-hitung lebih besar daripada
nilai tt yang diketahui sebagai t-tabel (to (2,83) > tt (2.01)). Hal ini dengan jelas
membuktikan bahwa pengaplikasian clipping words efektif untuk meningkatkan
kosa kata siswa kelas sepuluh di SMAN 5 Kota Tangerang Selatan tahun ajaran
2018/2019.
vi
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and the Merciful.
All praise be to Allah, the Lord of the worlds, who has been giving and blessing
the researcher in completing this Skripsi entitled “The Use of Clipping Words to
Develop Students’ Vocabulary (A Quasi-experimental Research at the Tenth Grade
of SMAN 5 Kota Tangerang Selatan in Academic Year 2018/2019)” Peace and
salutation are given upon our Prophet Muhammad who has guided us to the truth
way and brought us to the real light of life.
The researcher would like to express her special honour and gratitude to her
beloved parents, Syukur dan Vemi Nursita, for their everlasting support and help
all the time. Thanks also to her young sister, Shabrina Nur Labibah who always
motivate her to finish this research.
The researcher realizes that she would never accomplish this research without
the help of people around her. Therefore, she would like to express her gratitude to
the advisors, Mr. Didin Nuruddin Hidayat, Ph.D. and Mr. Dr. Atiq Susilo, M.A. for
the valuable advice, suggestion, guidance, comments and support in completing this
Skripsi. Also, Dr. Alek, M.Pd, and Zaharil Anasy, M.Hum. as the examiner of this
Skripsi.
Furthermore, the researcher would like to express her best appreciation to:
1. Dr. Sururin, M.Ag., as the Dean of the Faculty of Educational Sciences.
2. Didin Nuruddin Hidayat, Ph.D., as the Head of the Department of English
Education.
3. Zaharil Anasy, M. Hum., as the Secretary of the Department of English
Education.
4. All lecturers especially those of in the Department of English Education for the
knowledge, motivation, and support for the researcher during her research.
5. Drs. H. Hamdari, M.Pd. as the Headmaster of SMAN 5 Kota Tangerang Selatan
for the permission and help to conduct this research.
6. Dupiah S.Pd., MM as the English teacher at the tenth grade of SMAN 5 Kota
Tangerang Selatan for her guidance during this research.
vii
7. The students of XMIPA3 and XMIPA4 of SMAN 5 Kota Tangerang Selatan
for the willingness to be the participants in this research.
8. Her big family who has supported her in finishing this research.
9. All beloved friends of the Department of English Education B 2015 for the
friendship and support during this research.
10. All of my lovely seniors and junior, Siti Haryati, Bellania Shinta, Mawar
Jingga, Ajeng Rahmawati Dewi, Khoirzady Taqwa for the support and
moodbooster during completing this research.
11. All of my bias; BIGBANG— Kwon Ji Young, Choi Seung Hyun. Taeyang,
Daesung and Seungri. All of EXO’s member. Kang Min Hyuk one of member
CNBLUE. And the last is all members of Super Junior, especially Siwon,
Donghae and Leeteuk.
12. Other parties who have given helps, supports and suggestion in finishing this
paper.
Finally, the researcher realizes that this research is far from being perfect.
Hence, it is a pleasure for her to receive constructive criticism and suggestion from
anyone who reads her Skripsi.
Jakarta, August 2019
Intan Paramita
viii
LIST OF TABLES
Table 2.1: Global Scale Level of The Students …………………………………. 7
Table 2.2: Examples of Clipped Words………………………………………….. 13
Table 3.1: Differences Control and Experimental Group……………………….. 17
Table 3.2: Scoring Rubric for Pre-Test………………………………………….. 21
Table 3.3: Scoring Rubric for Post-Test.………………………………………… 24
Table 3.4: The Interpretation of the Effect Result………………………………. 28
Table 4.1: The Result of Experimental Class…………………………………… 30
Table 4.2: The Experimental Class Open-Ended Questionnaire Pre-Test………. 32
Table 4.3: The Experimental Class Open-Ended Questionnaire Post-Test …….. 33
Table 4.4: The Result of Controlled Class…….………………………………… 34
Table 4.5: The Controlled Class Open-Ended Questionnaire Pre-Test…………. 36
Table 4.6: The Controlled Class Open-Ended Questionnaire Post-Test………… 37
Table 4.7: Normality Test Result of Pre-Test and Post-Test……………………. 39
Table 4.8: Homogeneity Test Result of Pre-Test and Post-Test………………… 40
Table 4.9: Result of t-test using SPSS…………………………………………… 41
Table 4.10: Manual Calculation of t-test ………………………………………... 41
ix
LIST OF APPENDICES
Appendix 1. Surat Bimbingan Didin Nuruddin Hidayat, Ph.D. ......................... 52
Appendix 2. Surat Bimbingan Dr. Atiq Susilo, M.A. ......................................... 53
Appendix 3. Izin Penelitian ................................................................................. 54
Appendix 4. Surat Pengesahan Judul .................................................................. 55
Appendix 5. Teaching Plan ................................................................................. 56
Appendix 6. Lesson Plan of Experimental and Controlled Class ....................... 64
Appendix 7. Students’ Answer Sheet (Pre-Test) ................................................ 95
Appendix 8. Students’ Answer Sheet (Post-Test) ............................................. 106
Appendix 9. Documentation ............................................................................. 114
Appendix 10. References Examination Paper .................................................. 116
x
TABLE OF CONTENT
APPROVAL SHEET ..............................................................................................i
ENDORSEMENT SHEET ................................................................................... ii
STATEMENT OF AUTHENTICITY ................................................................ iii
ABSTRACT .......................................................................................................... iii
ABSTRAK .............................................................................................................. v
ACKNOWLEDGEMENT ....................................................................................vi
LIST OF TABLES ............................................................................................. viii
LIST OF APPENDICES ......................................................................................ix
TABLE OF CONTENT ......................................................................................... x
CHAPTER I INTRODUCTION .......................................................................... 1
A. Background of the Research ................................................................................ 1
B. Identification of the Research Problem ............................................................... 3
C. Limitation of the Research Problem .................................................................... 3
D. Formulation of the Research Problem ................................................................ 3
E. The Significance of the Research ......................................................................... 4
CHAPTER II THEORETICAL FRAMEWORK .............................................. 5
A. Vocabulary ............................................................................................................. 5
1. Definition of Vocabulary .................................................................................... 5
2. Types of Vocabulary .......................................................................................... 6
3. Vocabulary size .................................................................................................. 7
4. Teaching Vocabulary .......................................................................................... 9
B. Clipping Words.................................................................................................... 11
1. Definition of Clipped Words ............................................................................ 11
2. Types of Clipped Words ................................................................................... 12
3. Examples of Clipped Words ............................................................................. 13
4. Disadvantages and Advantages of using Clipping Words ................................ 14
C. Thinking of Framework ...................................................................................... 14
D. Previous Related Research ................................................................................. 15
E. Theoretical Hypothesis ........................................................................................ 16
CHAPTER III RESEARCH METHODOLOGY ............................................. 17
A. Method of the Research ...................................................................................... 17
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B. Design of the Research ........................................................................................ 17
C. Place and Time of the Research ......................................................................... 18
D. Population and Sample of the Research ............................................................ 18
E. Data Collection Technique ................................................................................. 18
1. Validating research data ................................................................................... 19
2. Scoring rubric ................................................................................................... 20
F. Data Analysis Technique .................................................................................... 26
G. Statistical Hypotheses .......................................................................................... 29
CHAPTER IV ....................................................................................................... 30
RESEARCH FINDING AND DISCUSSION .................................................... 30
A. Research Finding ................................................................................................. 30
1. Description of the data ...................................................................................... 30
2. Data Analysis.................................................................................................... 39
B. Discussion ............................................................................................................. 44
CHAPTER V CONCLUSION AND SUGGESTION ....................................... 47
A. Conclusion ............................................................................................................ 47
B. Suggestion ............................................................................................................ 48
REFERENCES ..................................................................................................... 49
APPENDICES ...................................................................................................... 51
Appendix 1. Surat Bimbingan Didin Nuruddin Hidayat, Ph.D. .................................... 52
Appendix 2. Surat Bimbingan Dr. Atiq Susilo, M.A. .................................................... 53
Appendix 3. Izin Penelitian ........................................................................................... 54
Appendix 4. Surat Pengesahan Judul ............................................................................ 55
Appendix 5. Teaching Plan ........................................................................................... 56
Appendix 6. Lesson Plan of Experimental and Controlled Class .................................. 64
Appendix 7. Students’ Answer Sheet (Pre-Test) ........................................................... 95
Appendix 8. Students’ Answer Sheet (Post-Test) ....................................................... 106
Appendix 9. Documentation ........................................................................................ 114
Appendix 10. References Examination Paper ............................................................. 116
1
CHAPTER I
INTRODUCTION
A. Background of the Research
Vocabulary is an important aspect of learning English. Vocabulary should
be well-developed and understood by the students based on their school level.
Vocabulary also holds the main core component in language teaching. This is in
line with Richards and Renandya statement that vocabulary is a core component of
language proficiency and provides much of the basis for how well learners speak,
listen, read, and write.1 Without a proportional amount of vocabulary, anyone will
get trouble in speaking, reading, listening and writing. People use vocabulary to
construct a sentence to express their idea. By having a lot of vocabularies, people
can express more ideas. This is in line with Schmitt cited by Alpino’s journal, he
states that vocabulary is central to the acquisition of a second language and
communicative competence. Without enough vocabulary, people cannot
communicate or express their idea both in oral and written form.2 Vocabulary
achievement is an important element in second language acquisition. Without
grammar, little things can be conveyed. Without vocabularies, nothing can be
conveyed. The mastery of vocabulary is essential in order to construct sentence that
contain some messages for social interaction. In other words, the first that has to be
mastered for language learner in learning language, especially English, is
vocabulary. They must master English vocabulary and the grammatical rules to
communicate with others.
However, English vocabulary has become difficult to master because
English is not the Indonesian national language, so the learner has difficult to
master vocabularies of the foreign language. Many students find problems in
mastering it. Based on researcher experience, most of the students are lack of
motivation. Besides that, the students also easily get bored, more passive, and
1 Jack C. Richards and Willy A. Renandya. Methodology in Language Teaching. (USA:
Cambridge University Press, 2002). p. 255. 2 Alpino Susanto. “The Teaching of Vocabulary: a Perspective.” Jurnal Kata, vol. 1, no. 2, 2017,
p. 183.
2
worried to learn English because the English teachers are lack of ability in using
technique or media, especially in teaching vocabulary. English teachers are only
using textbook and whiteboard in teaching-learning process. In short, English
teacher tends to monotonous in teaching vocabulary. The students just pay attention
to what the teacher’s explanation or rewrite the vocabulary that’s written by the
teacher on the whiteboard. The teacher just forces the students to memorize some
words. As a result, it makes the students cannot remember some words as well.
Those problems of vocabulary must be solved, because it can be a barrier for
students to continue the next level or grade.
Regarding to Riddell’s statement, he says, there are many problems when
learning new words. Such as; meaning, form, and pronunciation. 3 Besides,
Thornbury expresses that, there are other factors that make some words difficult.
For instance; spelling, grammar, length and complexity, and about range,
connotation and idiomaticity.4
Nowadays, there are many ways to teach vocabulary that can make students
be motivated or interest to learn English. It can be using cards, movies, pictures,
games, and so on. Moreover, in this research, the researcher wants to research about
the use of clipping words as an alternatives technique to develop students’
vocabulary mastery and to attract students in learning an English.
Many vocabularies have clipped words especially in the daily environment.
Based on Yule, clipped, or clipping words is shortening word without changing the
meaning. 5 Like TV, HP, math. Those were clipped words from Television,
Handphone, and Mathematics. Unfortunately, sometimes, no one is aware that
those words are clipping words. Instead, it would make students easier to memorize
because it is close to daily life. Also, because those clipped words have the meaning
from the shortened word, it can make them curious about the meaning. They will
find out those words shortened from what word. Finally, they will find out what the
3 David Riddell. Teach English as a Foreign Language. (Cambridge: Hodder Arnold H&S,
2010). pp. 89 — 90. 4 Scott Thornbury. How to Teach Vocabulary. (England: Person Education Limited, 2002).
pp. 27 — 28 5 George Yule. The Study of Language (4th Edition). (Cambridge: Cambridge University Press,
2010). p. 56.
3
meaning of the words are. When they analyze by their selves, it will make them
easier to memorize. From that learning, they will get exciting and challenging with
that kind of learning experience. That is why, the researcher wants to research about
clipping words as the technique to develop students’ vocabulary in SMAN 5 Kota
Tangerang Selatan.
B. Identification of the Research Problem
According to the research background above, the problems are identified as
follows:
1. English vocabulary has become difficult to master as a foreign language by
learners.
2. Most of students lack of motivation, easily got bored, more passive, and
worried to learn English because of the English teacher technique in
teaching vocabulary.
3. English teacher tends to monotonous in teaching vocabulary.
4. People are not aware of clipped words.
5. There are also several problems while learning new words. Such as;
meaning, form, spelling, grammar, length and complexity, then about
range, and the last about connotation, idiomaticity and pronunciation.
C. Limitation of the Research Problem
According to the identified problems above, to shows an effective study,
the researcher limited this study from the border problem areas become more
focused. The study is limited on the effect of clipping words to develop students’
vocabulary. The descriptive of vocabulary and clipping words would be further
explained in the literature review.
D. Formulation of the Research Problem
Based on the research problems, the researcher posed a research question:
“Are the students able to develop their vocabulary by using clipped words?”
4
E. The Significance of the Research
Some advantages, hopefully, could be gained from this study:
1. For the researcher
The result of this research provides the researcher with an understanding of
whether the students’ can develop their vocabulary by using clipping words.
2. For the students
From this result, the researcher hopes both students or teachers especially
in SMAN 5 Kota Tangerang Selatan more aware and realize about clipping
words. Undoubtedly, it will make students easier and more comfortable to
learn vocabulary, and students can be more confident to communicate with
others even though English is not their national language.
3. For the teachers
For English teachers, the result of this study will hopefully be an input to
improve the teaching-learning process, especially in teaching and learning
vocabulary by giving more attention on the improvement of students’
vocabulary mastery, and students’ motivation in the learning process.
4. For another researcher
It is hoped that this study will stimulate other researchers to conduct studies
in similar fields.
5
CHAPTER II
THEORETICAL FRAMEWORK
A. Vocabulary
1. Definition of Vocabulary
Thornbury defines that learning vocabulary is important6 and his statements
likewise with Richards & Renandya statement that vocabulary is a core element of
language proficiency and provides much of the basis for how well learners speak,
listen, read, and write. 7 Which vocabulary is very important to learn because
vocabulary holds the central core in language teaching. Thornbury’s reason about
makes that statement because vocabulary also can enrich someone’s knowledge of
words.
Vocabulary can affect the four language skills. Therefore, vocabulary is the
most important component language, and vocabulary also supports the learner as
the speaker to express their opinions, ideas, and feelings in communication. This in
line with Schmitt cited by Alpino’s journal, he states that vocabulary is central to
the acquisition of a second language and communicative competence.8 Without
enough vocabulary, people cannot communicate or express their idea both in oral
and written form. The more words students know well and can use, the more
meaning they can communicate in a wide variety of circumstances. That statement
similarly with Oxford Dictionary statement that vocabulary is all the words that a
person knows or uses.9 The important thing of vocabulary learning is the central
for language acquisition, whether the language first, second, or foreign.
6 Scott Thornbury. How to Teach Vocabulary. (England: Person Education Limited, 2002). pp.
13 — 14. 7 Jack C. Richards and Willy A. Renandya,. Methodology in Language Teaching. (USA:
Cambridge University Press, 2002). p. 255. 8 Alpino Susanto. “The Teaching of Vocabulary: a Perspective.” Jurnal Kata, vol. 1, no. 2,
2017, p. 183. 9 Oxford Dictionary. Oxford Learner’s Pocket Dictionary. (New York: Oxford University
Press, 2008). p. 495.
6
According to Hiebert & Kamil, generally, vocabulary is the knowledge of
meanings of words.10 Vocabulary is an active carrier of meaning.11 A learner has
known the power of communicative lexicon; it might enough for getting the
working knowledge from a large number of words.
From all the explanation above, the researcher infers that vocabulary is most
important and a central component of language, because it affects four language
skills. Without enough vocabulary people cannot enrich their knowledge of words
and it makes they cannot communicate or express their ideas both in oral and
written form. Because of that, learning vocabulary cannot be separated if we want
to learning a language.
2. Types of Vocabulary
While learning new words, people need a lot of practice and context
connections to learn them well. Also, store the vocabulary in the memory and recall
it when speaking or writing. Those two main groups of person’s vocabularies are
receptive and productive vocabulary.
That statement in line with John points out; there are two types of
vocabulary, they are receptive and productive vocabulary.12 Passive or receptive
vocabulary refers to the words that native speakers and foreign learners recognize
and understand but hardly ever use. Simply, it is known but not used by a person.
People understand it when it is heard or read. It is used passively in either listening
or reading. On the other hand, active or productive vocabulary is utilized actively
either in speaking or writing. It is used in speech or writing and is made up of words
that come up in a person’s mind immediately when he or she has to produce a
spoken or written sentence.
10 Elfrieda H. Hiebert and Michael L. Kamil. Teaching and Learning Vocabulary: Bringing
Research to Practice. (USA: Lawrence Erlbaum Associates, Inc, 2005). p. 03. 11 Jim Scrivener. Learning Teaching. (English: Heinemann Publishers Oxford, 1194). p. 74. 12 John Read. Assessing Vocabulary. (Cambridge UK: Cambridge University Press, 2000). p.
154.
7
Hiebert & Kamil argues that the group of passive vocabulary is usually
larger than the one of active vocabulary. 13 Learners’ listening vocabulary is
generally larger than speaking vocabulary while learners’ reading vocabulary is
relatively larger than writing vocabulary. From those statements discovers that
passive vocabulary which is listening and reading, and active vocabulary is
speaking and writing. In addition, learners’ listening vocabulary (passive) is indeed
larger than speaking vocabulary (active). Also applies that learners’ reading
vocabulary (passive) also larger than writing vocabulary (active).
3. Vocabulary size
Refer to Common European Framework of Reference for language
learning14, we should know what level are our students, and here the level;
Table 2.1 Global Scale Level of The Students
Level Group Level Description
A
Basic User
A1
Breakthrough or
beginner
• Can understand and use familiar
everyday expressions and very basic
phrases aimed at the satisfaction of
needs of a concrete type.
• Can introduce themselves and others
and can ask and answer questions about
personal details such as where they
live, people they know and things they
have.
• Can interact in a simple way provided
the other person talks slowly and
clearly and is prepared to help.
A2
Waystage or
elementary
• Can understand sentences and
frequently used expressions related to
areas of most immediate relevance
(e.g. very basic personal and family
information, shopping, local
geography, employment).
• Can communicate in simple and
routine tasks requiring a simple and
13 Elfrieda H. Hiebert and Michael L. Kamil. Teaching and Learning Vocabulary: Bringing
Research to Practice. (USA: Lawrence Erlbaum Associates, Inc, 2005). p. 03. 14 Council of Europe. Common European Framework of Reference for Languages: Learning,
Teaching, Assessment. (New York: Cambridge University Press, 2006). p. 24.
8
direct exchange of information on
familiar and routine matters.
• Can describe in simple terms aspects of
their background, immediate
environment and matters in areas of
immediate need.
B
Independent
User
B1
Threshold or
intermediate
• Can understand the main points of clear
standard input on familiar matters
regularly encountered in work, school,
leisure, etc.
• Can deal with most situations likely to
arise while travelling in an area where
the language is spoken.
• Can produce simple connected text on
topics that are familiar or of personal
interest.
• Can describe experiences and events,
dreams, hopes and ambitions and
briefly give reasons and explanations
for opinions and plans.
B2
Vantage or upper
intermediate
• Can understand the main ideas of
complex text on both concrete and
abstract topics, including technical
discussions in their field of
specialization.
• Can interact with a degree of fluency
and spontaneity that makes regular
interaction with native speakers quite
possible without strain for either party.
• Can produce clear, detailed text on a
wide range of subjects and explain a
viewpoint on a topical issue giving the
advantages and disadvantages of
various options.
C
Proficient
User
C1
Effective
operational
proficiency or
advanced
• Can understand a wide range of
demanding, longer clauses, and
recognize implicit meaning.
• Can express ideas fluently and
spontaneously without much obvious
searching for expressions.
• Can use language flexibly and
effectively for social, academic and
professional purposes.
• Can produce clear, well-structured,
detailed text on complex subjects,
9
showing controlled use of
organizational patterns, connectors and
cohesive devices.
C2
Mastery or
proficiency
• Can understand with ease virtually
everything heard or read.
• Can summarize information from
different spoken and written sources,
reconstructing arguments and accounts
in a coherent presentation.
• Can express themselves
spontaneously, very fluently and
precisely, differentiating finer shades
of meaning even in the most complex
situations.
4. Teaching Vocabulary
In learning a language, vocabulary becomes the most important things to be
improved when the learners want to be a success to improve their skill. Thornbury
states that teaching words are a crucial aspect in learning a language as languages
are based on words.15 When learners have a lot of vocabulary, they will make more
words to express their ideas. Vocabulary should be learned, and skills should be
practiced.
Teaching vocabulary is the studying second language because vocabulary
is the basic material to master the four language skills that are speaking, reading,
writing and listening. Without understanding and mastery vocabulary, the students
get difficulties to studying English language. Vocabulary is also an important factor
in all languages. Without a sufficient vocabulary, students cannot communicate
effectively or express their idea in both of oral and written form.
Based on Adrian Doff, he mentions some the techniques in teaching
vocabulary. For example; Say the word clearly and write it on the board, get the
class to repeat the word in chorus, translate the word into the students’ own
language, ask students to translate the word, draw a picture to show what the word
means, give an English example to show how the word is used, and ask questions
15 Ali A. Alsaawi. “To What Extent Guessing The Meaning From The Context, is Helpful in
Teaching Vocabulary” ARECLS, vol. 10, 2013, p. 132.
10
using the new word.16
According to Ruth Gairns and Stuart Redman, several techniques in
teaching vocabulary could be visual techniques, verbal techniques and translation
the word. Flash card, photographs, blackboard drawing, wall charts, real object,
mime, and gestures includes in visual techniques. Meanwhile for verbal techniques,
there are use of illustrative situation, use of synonym and definition, contrast and
opposites, scales, and give example of the types.17:
Meanwhile, Jeremy Harmer identifies, there are some way to teach
vocabulary depend on the level of learners:18
1. For Elementary
a. At home with do, make and take
b. Films
2. For Elementary Plus
a. Got it!
3. For Beginner
a. Snap!
b. In the queue
c. Walking, running, jumping
4. For Pre-Intermediate
a. Inviting
b. Training activities
5. For Intermediate
a. Word circle
b. Word map
c. Explaining what you mean
d. Training activities
6. For Upper Intermediate
16 Penny Ur and Adrian Doff. A Course in Language Teaching: Teach English –A training
Course for Teachers. (New York: Cambridge University Press, 2009). pp. 60 — 73. 17 Ruth Gairns and Stuart Redman. Working with words: A guide to Teaching and Learning
Vocabulary. (Cambridge: Cambridge University Press, 1986). pp. 73 — 76. 18 Jeremy Harmer. The Practice of English Language Teaching (Forth Edition). (Malaysia:
Pearson Education Limited, 2007). pp. 229 — 245.
11
a. Word formation
b. Definition game
7. For Intermediate Plus
a. Backs to the board
8. For Advanced Plus
a. Monday morning
Teaching vocabulary would be less effective if the teacher cannot match the
technique. A proper technique could make the students interested in learning
vocabulary and easier to remind the meaning. Regarding the explanation from some
expert of teaching vocabulary above, teaching vocabulary is a process to make the
students understand the meaning of word in different language and use it in the
appropriate context by using some techniques.
B. Clipping Words
1. Definition of Clipped Words
Clipping occurs whenever a word is shortened by deleting parts of the base
word. Also, this type of word-formation is known as truncation. 19 Indeed,
according to Harley, concept of clipped word is reduced the word into one/two
syllables.20 It also in line with Yule argue about another principle that applies on
definition of clipped word is a product of clipping must be either one- or two-
syllable long; also — first or primarily-stressed syllables are retained.21
According to Bright Hub Education, clipping is the word formation process
wherein words are reduced or shortened without changing the meaning. Clipping
is different from back-formation because the new word retains the meaning of the
original word. 22 Generally, clipping words relates to the word that people are
19 Ingo Plag. Word-Formation in English. (Siegen: Cambridge University Press, 2002). p. 16. 20 Heidi Harley. English Words: A Linguistics Introduction. (UK: Blackwell Publishing, 2006).
p. 95. 21 George Yule. The Study of Language (4th Edition). (Cambridge: Cambridge University Press,
2010). p. 56. 22https://www.brighthubeducation.com/esl-lesson-plans/59679-forming-new-words-compounds
-clipping-and-blends/
12
commonly used. Moreover, in Mayer’s book states that the shortening of words
into one known is clipping. It means, clipping occurs when the word is cut either
the beginning or the ending into the short form more than one syllable.23 According
to the Thornbury’s book, clipping is a new word that coined by shortening or
clipping longer words.24 It is often reducing it to one syllable. Many examples are
very informal or slang.
2. Types of Clipped Words
According to Wikipedia, there are four types of possible clipping processes,
depending on which part of the word undergoes structural changes25:
a. Back-clipping (temperature — temp, rhino — rhinoceros, gym —
gymnasium),
b. Fore-clipping (helicopter — copter, telephone — phone, plane —
aeroplane),
c. Mixed clipping (influenza — flu, refrigerator — fridge),
d. Clipping-compounds (paratrooper — parachute + trooper).
Moreover, according to Bright Hub Education explains, there are also four
types of clipped words, they are26:
a. Back clipping is removing the end of a word as in gas from gasoline.
b. Fore-clipping is removing the beginning of a word as in gator from
alligator.
c. Middle clipping is retaining only the middle of a word as in flu from
influenza.
d. Complex clipping is removing multiple parts from multiple words as in
sitcom from situation comedy.
23 Charles F. Meyer. Introducing English Linguistics. (New York: Cambridge University Press,
2009). p. 181 24 Scott Thornbury. How to Teach Vocabulary. (England: Person Education Limited, 2002). p.
05. 25 https://en.wikibooks.org/wiki/Word_formation/Clipping 26https://www.brighthubeducation.com/esl-lesson-plans/59679-forming-new-words-compounds
-clipping-and-blends/
13
3. Examples of Clipped Words
According to Plag’s book27, the word Michael is reduced to Mike which the
word lab is syllable that is stressed. Word laboratory is reduced into lab which have
one syllable is taken from the base word.
Meanwhile, Fry and Kress states in their book about example of clipped
words28:
Table 2.2 Examples of Clipped Words
CLIPPED
WORD
ORIGINAL
WORD
CLIPPED
WORD
ORIGINAL
WORD
Ad Advertisement Margarine oleomargarine
Alum Alumni Mart market
Auto Automobile Math mathematics
Bike Bicycle Memo memorandum
Bra Brassiere Mend amend
Bro Brother Mike Microphone
Burger Hamburger Miss Mistress
Bus Omnibus Mod Modern
Bust Burst Movie moving pictures
Butt Buttocks Mum Chrysanthemum
Cab Cabriolet Pants Pantaloons
Caf Cafeteria Pen Penitentiary
Calc Calculus Pep Pepper
Canter Canterbury gallop Perk Percolate
Cent Centum Perk Perquisite
Champ Champion Phone Telephone
Chem Chemistry Photo Photograph
Chemist Alchemist Pike Turnpike
Clerk Cleric Plane Airplane
Coed coeducational
student Pop
Popular
Con Convict Pro Professional
co-op Cooperative Prof Professor
Copter Helicopter Prom Promenade
Cuke Cucumber Quake Earthquake
Curio Curiosity Ref Referee
Deb Debutante Rev Revolution
Deli Delicatessen Scram Scramble
Doc Doctor Specs Spectacles
27 Ingo Plag. Word-Formation in English. (Siegen: Cambridge University Press, 2002). p. 16. 28 Edward B. Fry and Jacqueline E. Kress. The Reading Teacher’s Book of Lists 5th Edition.
(San Francisco, CA: Jossey Bass, 2006). p. 175.
14
Dorm Dormitory Specs Specifications
Drape Drapery Sport Disport
Exam Examination Stereo Stereophonic
Fan Fanatic Still Distill
Fax Facsimile Sub Submarine
Flu Influenza Tails Coattails
4. Disadvantages and Advantages of using Clipping Words
Based on the researcher experience, using clipping words to develop
students’ vocabulary has disadvantages and advantages. Disadvantages of using
clipping words are;
a. This type of word formation still not aware by people.
b. There is a lot of similarity of word formation such as; affixes, suffixes,
blending, acronym and compounding. So, that would be a bit confusing.
Besides the disadvantages was showed, there is advantages of using clipping
words to develop students’ vocabulary too. The advantages are;
a. It would make students easier to memorize because it is close to the daily life.
b. Because those clipped words have the meaning from the shortened word, it
can make them curious about the meaning. They will find out those words
shortened from what word. And finally, they will find out what the meaning
of the words are.
c. And because they analyze by their selves, it will make them easier to
memorize. From that learning, they will get exciting and challenging with that
kind of learning experience.
C. Thinking of Framework
According to the explanation above, the researcher concluded vocabulary
has become difficult to master by learners as a foreign language, which vocabulary
is the main component aspect to learn English and must well-developed and
understood by the learner. It will make the learner easier to understand and
communicate with others. Besides, the students have a lack of motivation, easily got
bored, more passive, and worried to learn English because of the English teacher
technique that tends to monotonous in teaching vocabulary. Therefore, the
15
researcher found the strategy that suitable for the learner to enlarge their vocabulary
knowledge and the solution is using Clipping Words.
The researcher assumes that Clipping Words can improve students’
vocabulary, because those clipped words have the meaning from the shortened
word, it can make them curious about the meaning. Then, they will find out those
words shortened from what word. Finally, they will find out what the meaning of
the words are.
While they analyze by their selves, it will make them easier to memorize.
From that learning, they will get exciting and challenging with that kind of learning
experience. When using this strategy, the teacher will give them time to explore as
many words as possible in another source. It also possible to be done outside the
teaching and learning activities in classroom. Of course, it still monitored by the
teacher and the teacher always updates who their friends that have got a lot of words
are. So, it is challenging and motivating them to find as many words as possible.
D. Previous Related Research
Some related research on this topic will be explained in order to know the
differences between previous research that related to this research. The first
research that relates in this research conducted by Riyana Muntika Saraswati in
“The Effectiveness of Using Games to Improve Students’ Vocabulary”. The aim of
her research is to know the use of technique in improving students’ vocabulary of
tenth grade at SMA Nusantara 1 Tangerang. The researcher used experimental
design, and for the assessment, she used the t-test. In her research, it showed that
teaching vocabulary by using games was successful. It can be seen from the result
score of the experimental class. The increasing score is higher than controlled class
that treated without using games.
Meanwhile, it is different in the present research. In this present research,
the researcher will show the effectiveness the students to improve their vocabulary
by using clipping words. Not the game. The similarity both of the research are;
using a quasi-experimental design, then using vocabulary as main focus of the
problem, last choosing senior high school students for the sample.
16
The second research was conducted by Novia Fajriani “English Word
Formation in THE JAKARTA POST’S Sci-Tech Articles 2014”. The aim of her
research is to understand and know the various number of new words that people
nowadays read, and it’s meaning.
Furthermore, Fajriani’s research has different with this present research that
the researcher wants to conduct. In this present research, the researcher using one
of English word formation (Clipping words) as the technique to develop students’
vocabulary. The researcher will not identify the English word formation (clipping
words) by a text in this research like a previous study.
E. Theoretical Hypothesis
As a result of the explanation above, it can be posed a theoretical hypothesis:
There is significant effect of using clipping words to develop students’ vocabulary.
17
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the research methodology of this research would be fully
explained. The details about the method, design, place, time, population, sample,
instrument, data collection technique, data analysis technique, and statistical
hypotheses of the research would be fully explained below.
A. Method of the Research
This research is quantitative and it uses a quasi-experimental design.
Creswell stated in his book Educational Research Planning, Conducting, and
Evaluating Quantitative and Qualitative Research that researchers used an
experiment when they wanted to establish possible cause and effect between the
independent and dependent variables. It means that the researchers attempted to
control all variables that influence the result except for the independent variable29.
B. Design of the Research
In this quasi-experimental design, there were two groups called controlled
class and experimental class.30 Controlled class is a group that receives the usual
treatment. Besides, experimental class is a group that receives the new treatment.
Both of these groups have pre-test and post-test. The pre-test will be given before
the treatment is given. The post-test will be given after the treatment, and this post-
test also to realize the results of whether there are changes before being given
treatment especially in experimental class. It is described as the following table:
Table 3.1 Differences Control and Experimental Group
Control Group Pre-test No Treatment Post-test
Experimental
Group Pre-test Experimental Treatment Post-test
29 John W. Creswell. Educational Research Planning, Conducting, and Evaluating Quantitative
and Qualitative Research 4th Edition. (University of Nebraska-Lincoln: Pearson, 2012), p. 295. 30 Ibid, p. 310.
18
C. Place and Time of the Research
This research was conducted at SMAN 5 Kota Tangerang Selatan on 9th
April up to 25th April 2019.
D. Population and Sample of the Research
The population of this research is the two classes of tenth-grade students of
SMAN 5 Kota Tangerang Selatan. One class X IPA 4 as the experimental class,
and the other X IPA 3 as the controlled class. The tenth grades students of SMAN
5 Kota Tangerang Selatan were chosen because they were learning about
vocabulary to enlarge their knowledge of vocabulary. The researcher chosen a
sample by using purposive sampling. Purposive sampling is a non-probability
sample that is selected based on characteristics of a population and the objective of
the study. It also known as judgmental, selective or subjective sampling.
E. Data Collection Technique
The data was collected by using an open-ended questionnaire and a test. The
questionnaire has given in the pre-test and post-test. It given in the pre-test, intended
to see whether the students were actually interested in learning English, in finding
out what difficulties they experienced while learning English too, and most
importantly whether the students felt they had enough vocabulary. Also,
questionnaire when the post-test, it given to see the results of the treatment using
clipping words, whether the students had begun to realize about clipping words and
most importantly, were they helped to increase their vocabulary.
The test will consist of pre-test and post-test. In the pre-test, students were
asked to answer some questions. After that, the researcher gave treatment to the
experimental class by using clipping words from the text. Then, the researcher also
collecting the data from students’ after finishing the treatment. Moreover, in post-
test, students asked to answer questions that will be given, to examine the
effectiveness of using clipping words to develop their vocabulary. Lastly, t-test
formula was used to find the result of the test.
19
1. Validating research data
Before the researcher gives the pre-test and post-test to the sample, the
researcher uses the pilot study with the experts by interview to knows whether her
instruments are feasible and fit with her purpose of the research, which pilot study
is a kind of feasibility study which aim to test the research procedures, data
collection instruments, and other research techniques in order to identify potential
problems in the research instruments or procedures for the real study.
In this research, the researcher interviewed two experts to piloting her
instruments. The instruments both pre-test and post-test were consisted of an open-
ended questionnaire sheet and the question itself. Also, the questions divided into
two numbers. Number one is fill in the blank about 50 vocabularies — clipping
words, original words, and the meaning, it’s for the pre-test. Meanwhile for the
post-test it still fills in the blank and consisted of 40 vocabularies — clipping words,
original words, and the meaning and it has been divided into four types, each type
has ten vocabularies. Then, number two is about make a descriptive text with
clipping words that the sample had already knows.
The researcher will use pseudonym for giving explanation about expert’s
explanation. While pseudonym is a fictitious name, based on Merriam-Webster.
According to Saunders and Kitzinger’s journal, there is six key areas about
pseudonym; people’s name, places, religious or cultural background, occupation,
family relationship, and other potentially identifying information.31 The aim of
using this pseudonym is to cover and to avoid revealing too much about the
background’s participant. In this research, the researcher will use pseudonym about
all people’s name that contained by using their initial.
The first expert is Mrs. D as an English teacher at SMAN 5 Kota Tangerang
Selatan. She said the instruments in pre-test and post-test were good both interview
and the questions. There was a change in the pre-test. In the first, for the pre-test,
the researcher makes the questions only 30 vocabularies, but Mrs. D wants the
researcher to add more vocabulary of clipping words become 50 vocabularies,
31 Benjamin Saunders, et al. “Anonymising Interview Data: Challenges and Compromise in
Practice.” Qualitative Research vol. 15, no. 5, 2015, p. 620.
20
because later the sample or the students can enlarge their knowledge of vocabulary
with the new experiment that the researcher do. Overall, she said the instruments
were good enough.
The second expert is Mr. AB as a Lecturer at Center of Language
Development’s UIN Syarif Hidayatullah Jakarta. He said the instruments in pre-
test and post-test both open-ended questionnaire and the questions were good too.
But it would be better if the questions in the questionnaire session use the rapid
question. Don’t just ‘yes or no’ but give the reason. Overall, he said the instruments
are going to the rules of the researcher’s research, it already represents what the
researcher wants to do, and it also reasonable enough.
2. Scoring rubric
The score was gained by the researcher after the student was given the
treatment of clipping words in the experimental class and no treatment in the control
class. The researcher uses a rubric for the instrument as the tables below, and it
adapted from Brown’s book.
21
a. PRE-TEST
Table 3.2
Scoring Rubric for Pre-test
NO ASPECT SCORE
1. Vocabularies : 50 points
NO ASPECT SCORE PERFORMANCE DESCRIPTION
2.
Voca
bula
ry
: 15 p
oin
ts
AMOUNT INTERVAL OF
VOCAB CLIPPING WORDS
POINTS
0-4 3
5-9 6
10-15 9
16-20 12
21-25 15
▪ Effective choice of words and word form.
▪ Few misuse of vocabularies, word forms, but not
change the meaning.
▪ Limited range confusing words and word form.
▪ Very poor knowledge of words, word forms and not
understandable.
Conte
nt
: 15 p
oin
ts
AMOUNT
INTERVAL
OF
POINTS
DESCRIPTION
0-4 The topic isn’t clear and the details are
not relating to the topic.
5-9 The topic is complete and clear but the
details are not relating to the topic.
22
9-13 The topic is complete and clear but the
details are almost relating to the topic.
14-15 The topic is complete and clear. And
the details are relating to the topic.
Org
aniz
atio
n
: 10 p
oin
ts
AMOUNT
INTERVAL
OF
POINTS
DESCRIPTION
1-5 Identification isn’t complete,
descriptions are arranged with misuse
connectives.
Identification isn’t complete,
descriptions are arranged with few
misuse connectives.
6-10 Identification is complete, descriptions
are arranged with proper connectives.
Identification is complete, descriptions
are arranged with almost proper
connectives.
Gra
mm
ar
: 5 p
oin
ts
AMOUNT
INTERVAL
OF
POINTS
DESCRIPTION
1-2 Frequent grammatical/agreement
inaccuracies.
3 Numerous grammatical/agreement
inaccuracies.
4 Few grammatical/agreement
inaccuracies and but does not affect
the meaning.
5 Very few grammatical/agreement
inaccuracies.
23
Mec
han
ics
: 5 p
oin
ts
AMOUNT
INTERVAL
OF
POINTS
DESCRIPTION
1-2 It is dominated by errors of spelling,
punctuation and capitalization.
3 It has frequent errors of spelling,
punctuation and capitalization.
4 It has occasional errors of spelling,
punctuation and capitalization.
5 It uses correct spelling, punctuation
and capitalization
TOTAL
50
points
24
b. POST-TEST
Table 3.3
Scoring Rubric for Post-test
NO ASPECT SCORE
1. Vocabularies : 40 points
NO ASPECT SCORE PERFORMANCE DESCRIPTION
2.
Voca
bula
ry
: 20 p
oin
ts
AMOUNT INTERVAL OF
VOCAB CLIPPING WORDS
POINTS
0-4 4
5-9 8
10-15 12
16-20 16
21-25 20
▪ Effective choice of words and word form.
▪ Few misuse of vocabularies, word forms, but not
change the meaning.
▪ Limited range confusing words and word form.
▪ Very poor knowledge of words, word forms and not
understandable.
Conte
nt
: 15 p
oin
ts
AMOUNT
INTERVAL
OF
POINTS
DESCRIPTION
0-4 The topic isn’t clear and the details
are not relating to the topic.
5-9 The topic is complete and clear but
the details are not relating to the
topic.
25
9-13 The topic is complete and clear but
the details are almost relating to the
topic.
14-15 The topic is complete and clear. And
the details are relating to the topic.
Org
aniz
atio
n
: 10 p
oin
ts
AMOUNT
INTERVAL
OF
POINTS
DESCRIPTION
1-5 Identification isn’t complete,
descriptions are arranged with misuse
connectives.
Identification isn’t complete,
descriptions are arranged with few
misuse connectives.
6-10 Identification is complete,
descriptions are arranged with proper
connectives.
Identification is complete,
descriptions are arranged with almost
proper connectives.
Gra
mm
ar
: 10 p
oin
ts
AMOUNT
INTERVAL
OF
POINTS
DESCRIPTION
1-5 Frequent grammatical/agreement
inaccuracies.
Numerous grammatical/agreement
inaccuracies.
26
F. Data Analysis Technique
After the data collected, then it will be continued by analyzing the data. For
the open-ended questionnaire, the researcher will explain and take a conclusion
from most of the students’ result. Further, for the test, the technique of data analysis
that used in this research is statistical analysis. Referring to Sudijono, the statistical
test that fit to measure the result of pre and post-test is t-test.32 Furthermore to test
two connected large samples, especially in finding the significance of pre and post
result, t-test was one that he suggested to do. It used to test the significance of the
mean gain score of the experiment class and the controlled class. In addition, the
32 Anas Sudijono. Pengantar Statistik Pendidikan. (Jakarta: Rajawali Press, 2011).
pp. 325 — 346.
6-10 Few grammatical/agreement
inaccuracies and but does not affect
the meaning.
Very few grammatical/agreement
inaccuracies.
Mec
han
ics
: 5 p
oin
ts
AMOUNT
INTERVAL
OF
POINTS
DESCRIPTION
1-2 It is dominated by errors of spelling,
punctuation and capitalization.
3 It has frequent errors of spelling,
punctuation and capitalization.
4 It has occasional errors of spelling,
punctuation and capitalization.
5 It uses correct spelling, punctuation
and capitalization
TOTAL 60
points
27
test was used to prove that using clipping words is effective to increase students’
vocabulary. Below are the formulas that used to analyze the data:
Explanation:
to = The value of “t” count.
M1 = Mean post-test of variable in experimental class.
M2 = Mean post-test of variable in controlled class.
SEM1 = Standard error of post-test in experimental class.
SEM2 = Standard error of post-test in controlled class.
T-test used to measure two connected large samples in finding the
significance of pre and post-test result in both classes (Experiment and Control
Class). Here are the steps:
a. Finding Mean of Variable X:
M1 = ∑𝒙
𝑵𝟏
b. Finding Mean of Variable Y:
M2 = ∑𝒚
𝐍𝟐
c. Finding Standard Deviation of Variable X:
SD1 = √∑𝑿𝟐
𝑵𝟏
d. Finding Standard Deviation of Variable Y:
SD2 = √∑𝒚𝟐
𝑵𝟐
e. Finding Standard Error Mean Variable X:
SEM1 = 𝐒𝐃𝟏
√𝑵−𝟏
f. Finding Standard Error Mean Variable Y:
SEM2 = 𝐒𝐃𝟐
√𝑵−𝟏
g. Finding standard error of difference of mean of variable X and Y:
𝐒𝐄𝐌𝟏−𝐌𝟐 = √SEM12 + SEM22
28
h. Finding Degree of Freedom (df):
df = N-1
Explanation:
M1 = Mean of variable post-test experimental class
M2 = Mean of variable post-test control class
SDx = Standard deviation of variable post-test experimental class
SDy = Standard deviation of variable post-test control class
SEM1 = Standard error mean of variable post-test experimental class
SEM2 = Standard error mean of variable post-test control class
After t-test conducted, the researcher used Cohen’s33 analysis to find out the
effect size. The effect size was needed to determine whether the effect is weak or
strong, because the significance of the relationship does not determine the strength
or weakness of the effect34. Here is for the formula:
d = (𝑚𝑒𝑎𝑛 𝑜𝑓 𝑒𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡𝑎𝑙 𝑔𝑟𝑜𝑢𝑝−𝑚𝑒𝑎𝑛 𝑜𝑓 𝑐𝑜𝑛𝑡𝑟𝑜𝑙 𝑔𝑟𝑜𝑢𝑝)
𝑝𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
SDpooled = (𝑆𝐷1 + 𝑆𝐷2)
2
Explanation:
d = Effect size
SDpooled = Pooled standard deviation
After obtaining the results, it can be interpreted based on the criteria:
Table 3.4
The Interpretation of the Effect Result
33 Louis, Cohen, Lawrence Manion&Keith Marrison. Research Methods in Education of 6th
Education. (London and New York: Routledge, 2007). p. 521. 34 Daniel Muijs. Doing Quantitative Research in Education with SPSS. (London: Sage
Publications Ltd., 2004). p. 136.
0 – 0.20 Weak effect
0.21 – 0.50 Modest effect
0.51 – 1.00 Moderate effect
>1.00 Strong Effect
29
G. Statistical Hypotheses
1. Ho = There is no significant effect of using clipping words to develop
students’ vocabulary.
Ho would be accepted if tcount < ttable
2. Ha = There is a significant effect of using clipping words to develop
students’ vocabulary.
30
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter consists of findings and discussions of the research.
Description of the data, the analysis of the data, and the result of the data analysis
are statistically present and descriptively discuss.
A. Research Finding
1. Description of the data
This chapter shows the result of the test given to the sample, the students of
SMAN 5 Kota Tangerang Selatan. The result used to get evidence empirical about
the effect of using clipping words to develop students’ vocabulary at tenth-grade of
SMAN 5 Kota Tangerang Selatan in 2018/2019 academic year. In this research,
tests were divided into pre-test and post-test which were equally given to both
experimental class and controlled class. XMIPA4, which consists of 25 students,
were purposive chosen as the Experimental class. Similarly, XMIPA3 which
consists of 25 students were chosen as Controlled class. The selection both of the
classes were determined by considering previous performance of the students and
discussion with the English teacher from both of those classes. The result of the
research is presented in tables and eventually described as follows:
a. Experimental Class
Table 4.1
The result of Experimental Class
NO Name Pre-Test Post-test Gained Score
1 Student 1 68 92 24
2 Student 2 79 89 10
3 Student 3 69 71 2
4 Student 4 77 77 0
5 Student 5 60 72 12
6 Student 6 29 59 30
7 Student 7 72 75 3
8 Student 8 80 84 4
9 Student 9 61 79 18
10 Student 10 83 80 3
11 Student 11 82 82 0
31
12 Student 12 69 72 3
13 Student 13 68 81 13
14 Student 14 85 87 2
15 Student 15 85 97 12
16 Student 16 78 83 5
17 Student 17 73 75 2
18 Student 18 82 85 3
19 Student 19 79 85 6
20 Student 20 67 74 7
21 Student 21 63 76 13
22 Student 22 80 84 4
23 Student 23 76 90 14
24 Student 24 54 75 21
25 Student 25 74 86 12
N=25
TOTAL 1.793 2.010 223
Maximum Score 85 97
Minimum Score 29 59
MEAN 71.72 80.40 8.92
The data on Table 4.1 above showed the result both of the pre-test and post-
test in the experimental class. The total score in pre-test has 1.793 and in post-test
has 2.010. Which in pre-test was mean 71.72 while in post-test 80.40. With 29 as
the minimum score in pre-test and 59 as the minimum score in post-test. Instead,
the maximum score in pre-test is 85 while in post-test is 97. Also, the gained score,
which was 223 from the total, showed improvement. In all, it can be stated that
significance difference between students’ achievement of pre-test and post-test was
a presence and most students are successfully gained their score.
32
Table 4.2
Experimental Class
Open-ended Questionnaire – Pre test
NO QUESTIONS STUDENTS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
1 Do you love learning
English? Why? V V V X V V V X V V V V X V V X X V V V V X X V X
2
How often do you
use English in your
daily? Always,
often. Rarely/never?
Give the reason!
R R R R O R R N R R A R N R A N N R R R R R R R R
3
What difficulties did
you get when using
English?
S
V
G
S
V
V V
G P V
G
P
V
G
P
G G
S G G
S
G P
P
V
V
P
V
P G
V
G
S
V
G G
G
V
G
V
V
G
S
G
4
If you are using
English, do you like
to use
formal/informal?
B I I I B X I I I I I I I B B I I C I I I I I I I
5
Do you feel, you
already have a lot of
English vocabulary
that you know?
V V L X X X V X V V X X X X X X X X V V X X X X X
6
Do you know what
TV means? Do you
know what it was
called? So, do you
know what clipping
words are?
V
V
V
V
V
V
V
V
V
V V
V
V
V
V
V
V
V
V
V
V
V
X
V
X
V
V
V
V
V
V
V
V
V
V
V
V
V
V V
V
V
V
V
X
X
V
V
Nb:
V=Yes, X=No, R=Rarely, S=Sometimes, L=Little, F=Formal, I=Informal, N=Never, O=Often, A=Always, GSPV=Grammar Speaking
Pronunciation Vocabulary, C=Confused, B=Both
33
Table 4.3
Experimental Class
Open-ended Questionnaire – Post test
NO QUESTIONS STUDENTS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
1
After the test was
given, did you
understand and
familiar with
clipping words?
V V V V V X V V V V V X X V V V V V V V V V V V V
2
After you know
many clipping
words, do you feel
your vocabulary is
increasing?
V V V V V V V V V V V V V V X V V V V V V V V X V
3
Do you still find
difficulties to use or
learn English?
V V V V X V V V V V V V V X V X V V V V V V V V V
4
Do you use English
more often,
especially clipping
words?
V X X X X V X X X V V X X X X V X X V V V R S X X
5
Can you specify
clipping words?
Mention it!
V V V V V V V V V V V V V V V V V V V V V V V X V
Nb:
V = Yes R = Rarely S = Sometimes
X = No L = Little
34
Based on the Table 4.2 and 4.3 above, it showed that before pre-test and the
treatment was given in experimental class, most of them are not love learning
English because English is difficult. Especially about grammar and speaking. Most
of them are afraid to speak English too. Otherwise, they understand what people
said, but sometimes they also felt that they only known about basic vocabulary but
too lazy to enlarge their vocabulary. They also like to use informal because it is
easy to say. From 25 of students, only 2 people that always use or learn English in
daily. Moreover, 4 people are never using or learn English. The rest are rarely to
use or learn English in daily, but a few from people that rarely to use or learn
English, sometimes they communicate with their parents or siblings to use English
and also some are motivated because they want to reach their dreams.
After the pre-test and the treatment were given, especially with clipping
words, most of them are understand, and they had already familiar with clipping
words and only 3 people that still get difficulties and not familiar with clipping
words. They also already felt their vocabulary increased, while only 2 people felt
there, was still no increase in their vocabulary. Indeed, from 25 of students, 3 people
still get difficulties to use or learn English. Most of them, which 9 people also said,
they often use clipping words in their daily after the treatment was given even
though only basic clipping words. The rest are never implemented it.
b. Controlled class
Table 4.4
The result of Controlled Class
NO Name Pre-Test Post-test Gained Score
1 Student 1 74 72 -2
2 Student 2 84 57 -27
3 Student 3 79 86 7
4 Student 4 71 71 0
5 Student 5 64 59 -5
6 Student 6 81 85 4
7 Student 7 59 68 9
8 Student 8 78 79 1
9 Student 9 63 68 5
10 Student 10 76 91 15
11 Student 11 84 73 11
35
12 Student 12 67 54 -13
13 Student 13 68 74 6
14 Student 14 79 78 -1
15 Student 15 68 55 -13
16 Student 16 67 65 -2
17 Student 17 72 90 18
18 Student 18 86 86 0
19 Student 19 78 83 5
20 Student 20 85 84 -1
21 Student 21 80 60 -20
22 Student 22 83 79 -4
23 Student 23 65 74 9
24 Student 24 54 64 10
25 Student 25 64 81 17
N=25
TOTAL 1.829 1.836 29
Maximum Score 86 91
Minimum Score 54 54
MEAN 73.16 73.44 1.16
Meanwhile, the score in the control class also gained but not significant,
based on the mean score. The mean score was improved from 73.16 in pre-test into
73.44 in post-test. Meanwhile, the total score in pre-test was 1.829 and in post-test
was 1.836. The gained score in this control class was only 29. Compare to the
experimental class, the improvement in this class was less significant, which means
that the standard method of teaching as the treatment given to the class was not
effective as the treatment given in the experimental class.
Based on table 4.1 and 4.4 above, the mean score of pre-test and post-test
both classes were eventually increased. However, the students in the control class
cannot show the best performance like experimental class does to improving their
score. It can be interpreted by looking at the gained score of both the classes.
Although the experimental class score in pre-test is lower than the control class,
experimental class was able to gained their score in post-test after the treatment was
given. The experimental class increased the mean of the gained score by 8.92 points
while the control class could only increase the mean of the gained score by 1.16
points.
36
Table 4.5
Controlled Class
Open-ended Questionnaire – Pre test
NO QUESTIONS STUDENTS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
1 Do you love learning
English? Why? X X V V V X V V X V V X V V X V V V V V X X V X V
2
How often do you
use English in your
daily? Always,
often. Rarely/never?
Give the reason!
R R R R N R R R R O O R R R R R R R O R R N R R R
3
What difficulties did
you get when using
English?
P
V
P
V V
P
V P
V
G G
V
G
S
V V P
G
S
V
G G V G G V
P
G
S G G
S
G
V
G P
V G
4
If you are using
English, do you like
to use
formal/informal?
F C I F F I F I F B B I I I I I I I I I I I I F I
5
Do you feel, you
already have a lot of
English vocabulary
that you know?
X X X X X X X V X X X X X V X X X X V X X X X X X
6
Do you know what
TV means? Do you
know what it was
called? So, do you
know what clipping
words are?
V
X
V
V
V
V
V
X
V
X V
V
X
V
V
V
X
V
V
V
V
V
V
V
V V
V
V
V
X
V
X
V
V
V
X
V
V
V
V
V
X
V
V
V
X
V
X
Nb:
V=Yes, X=No, R=Rarely, S=Sometimes, L=Little, F=Formal, I=Informal, N=Never, O=Often, A=Always, GSPV=Grammar Speaking
Pronunciation Vocabulary, C=Confused, B=Both
37
Table 4.6
CONTROLLED CLASS
OPEN-ENDED QUESTIONNAIRE – POST TEST
NO QUESTIONS STUDENTS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
1
After the test was
given, did you
understand and
familiar with
clipping words?
V L V X X V V V L L V V V V V V V V V V V X V V V
2
After you know
many clipping
words, do you feel
your vocabulary is
increasing?
V V V V X V V V V V V V V V V V V V V V V V X V V
3
Do you still find
difficulties to use or
learn English?
V V V V V X V V V X S V V V V V V L V V V V V V V
4
Do you use English
more often,
especially clipping
words?
S X V X X S V V V V V S X X X V R S V X V S X S V
5
Can you specify
clipping words?
Mention it!
X V V V V V V X X V V V V V V V V V V V V X V X V
Nb:
V = Yes R = Rarely
X = No L = Little
S = Sometimes
38
From Table 4.5 and 4.6 above, it showed that before pre-test was given in
controlled class, most of them are not love learning English too like the
experimental class, it because English is difficult. Especially about grammar and
how to pronounce the words. Most of them had the confidence to start speaking in
English, but they are afraid if others didn’t understand with their pronounce like a
native speaker itself. Otherwise, they understand what people said, but sometimes
they also felt that they only have known about basic vocabulary but too lazy, and it
made them became confused if they do try hard to enlarge their vocabulary. On the
other hand, most of the male students felt had already more known vocabulary
because they always found new vocabulary while playing games. They also like to
use informal because it is easy to say, but inevitably, a few of them is still confused
about the difference between formal and informal uses. From 25 of students, only
3 people that always using or learning English in daily. One of that the 3 people
used English often because her parents was an English teacher. Moreover, 2 people
are never using or learning English, and they said, it because they lived in Indonesia,
not in America. The rests are rarely to use or learn English in daily. It because they
have no friends to speak with or help them to increase their English.
After the pre-test was given, only a few have understood the details of
clipping words without treatment. Most of them were felt their vocabulary has
increased, while only 2 people feel that their vocabulary has not increased.
Moreover, not like the experimental class, most of the students in this class still had
difficulties to use English. It might be this class no treatment. Indeed, from 25
students, 8 people didn’t use clipping words often in daily. 6 people sometimes use
basic clipping words in daily. The rests are quite often to use clipping words daily.
39
2. Data Analysis
a. The Normality Test
The normality test was conducted before calculating the t-test. It purposed
to know whether the data from the two classes has been normally distributed or not.
The researcher used Kolmogorov-Smirnov and Shapiro-Wilk to do the normality
test. Software IBM SPSS version 24 was used to analyze the data. The result can
be seen as follow:
Table 4.7
Normality Test result of Pre-test and Post-test
Based on the table above in the Kolmogorov-Smirnov’s table, the result
shows that p ≥ α in which the significance of pre-test in experimental class was
(0.156 ≥ 0.05) and the significance of post-test in experimental class was (0.200 ≥
0.05). Meanwhile, the significance of pre-test in the control class was (0.176 ≥
0.05), and the significance of post-test in the control class was (0.200 ≥ 0.05). The
result shows that the significances of the two classes were above 0.05. It means that
both the pre-test and post-test in this study are normally distributed.
b. The Homogeneity Test
After doing the normality test, the researcher did the homogeneity test in
order to test the similarity of the sample in both classes. The researcher used
Annova statistic test to calculate the homogeneity test. The results are presented as
follows:
40
Table 4.8
Homogeneity Test result of Pre-test and Post-test
The results from Table 4.8 above showed that the significance of pre-test
was 0.572, which was higher than the significance level α = 0.05. Meanwhile, the
homogeneity of post-test showed 0.071 as the significance value of the data. Both
results of the pre-test and post-test data were higher than the significance level α =
0.05, which means the data are homogeneous.
c. Hypothesis Test
After finishing the normality and homogeneity test, the researcher
conducted a test of hypothesis to check whether there was a significant difference
in the result of pre-test and post-test after treatments were implemented. Software
IBM SPSS version 24 was chosen and used to test the hypothesis of this research.
This hypothesis test was done not by using IBM SPSS version 24 only, but also by
calculating the test manually in order to create reliable support and verification.
41
Table 4.9
Result of t-test using SPSS
Manual calculation using t-test formula:
Table 4.10
Manual Calculation of T-test
Students GExp
X
GCon
Y X-MX Y-MY (X-MX)2 (Y-MY)2
1 24 -2 15.08 -3.16 227.4064 9.9856
2 10 -27 1.08 -28.16 1.1664 792.9856
3 2 7 -6.92 5.84 47.8864 34.1056
4 0 0 -8.92 -1.16 79.5664 1.3456
5 12 -5 3.08 -6.16 9.4864 37.9456
6 30 4 21.08 2.84 444.3664 8.0656
7 3 9 -5.92 7.84 35.0464 61.4656
8 4 1 -4.92 -0.16 24.2064 0.0256
9 18 5 9.08 3.84 82.4464 14.7456
10 3 15 -5.92 13.84 35.0464 191.5456
11 0 11 -8.92 9.84 79.5664 96.8256
12 3 -13 -5.92 -14.16 35.0464 200.5056
13 13 6 4.08 4.84 16.6464 23.4256
14 2 -1 -6.92 -2.16 47.8864 4.6656
15 12 -13 3.08 -14.16 9.4864 200.5056
16 5 -2 3.92 -3.16 15.3664 9.9856
17 2 18 -6.92 16.84 47.8864 283.5856
18 3 0 -5.92 -1.16 35.0464 1.3456
19 6 5 4.92 3.84 24.2064 14.7456
20 7 -1 -1.92 -2.16 3.6864 4.6656
21 13 -20 4.08 -21.16 16.6464 447.7456
22 4 -4 -4.92 -5.16 24.2064 26.6256
23 14 9 5.08 7.84 25.8064 61.4656
24 21 10 12.08 8.84 145.9264 78.1456
25 12 17 3.08 15.84 9.4864 250.9056
TOTAL 223 29
1523.52 2857.36
Mean 8,92 1,16 60.9408 114.2944
42
a. Finding Mean of Variable X:
M1 = ∑𝒙
𝑵𝟏 =
𝟐𝟐𝟑
𝟐𝟓 = 8.92
b. Finding Mean of Variable Y:
M2 = ∑𝒚
𝐍𝟐 =
𝟐𝟗
𝟐𝟓 = 1.16
c. Finding Standard Deviation of Variable X:
SD1 = √∑𝑿𝟐
𝑵𝟏 = √
𝟏𝟓𝟐𝟑.𝟓𝟐
𝟐𝟓 = √60.9408 = 7.80
d. Finding Standard Deviation of Variable Y:
SD2 = √∑𝒚𝟐
𝑵𝟐 = √
𝟐𝟖𝟓𝟕.𝟑𝟔
𝟐𝟓 = √114.2944 = 10.69
e. Finding Standard Error Mean Variable X:
SEM1 = 𝐒𝐃𝟏
√𝑵−𝟏 =
𝟕.𝟖𝟎
√𝟐𝟓−𝟏 =
𝟕.𝟖𝟎
√𝟐𝟒 =
𝟕.𝟖𝟎
𝟒.𝟖 = 1.62
f. Finding Standard Error Mean Variable Y:
SEM2 = 𝐒𝐃𝟐
√𝑵−𝟏 =
𝟏𝟎.𝟔𝟗
√𝟐𝟓−𝟏 =
𝟏𝟎.𝟔𝟗
√𝟐𝟒 =
𝟏𝟎.𝟔𝟗
𝟒.𝟖 = 2.22
g. Finding standard error of difference of mean of variable X and Y:
𝐒𝐄𝐌𝟏−𝐌𝟐 = √SEM12 + SEM22
= √(1.62)2 + (2.22)2
= √2.62 + 4.92
= √7,55
= 2.74
h. Finding to:
to = 𝑴𝟏−𝑴𝟐
𝑺𝑬𝑴𝟏−𝑴𝟐 =
8.92−1.16
2.74 =
7.76
2.74 = 2.83
i. Finding Degree of Freedom (df):
df = (N1 + N2) – 2 = (25+25) - 2 = 50-2 = 48
The value of df is 48 at degrees of significance 5% (0.05). It means the Ttable
is 2.01. Furthermore, the hypothesis was tested based on the statistical hypotheses
as follows;
Ha = to > tt
= 2.83 > 2.01
43
From the calculation above, the researcher assumed that Ha was accepted
means clipping words is effective to develop students’ vocabulary. The result from
calculating the data is to= 2.83 and tt= 2.01. It means, to higher than tt in significant
5%. So, the null hypothesis is rejected and the alternative hypothesis is accepted.
Then, the researcher used Cohen’s35 formulation in order to know whether
the effect size was strong. And the steps of calculations are as follows:
d = (𝑚𝑒𝑎𝑛 𝑜𝑓 𝑒𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡𝑎𝑙 𝑔𝑟𝑜𝑢𝑝−𝑚𝑒𝑎𝑛 𝑜𝑓 𝑐𝑜𝑛𝑡𝑟𝑜𝑙 𝑔𝑟𝑜𝑢𝑝)
𝑝𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
In which:
Mean of group A (experimental class) = 80,40
Mean of group B (control class) = 73.44
Standard deviation of group 1 (experimental class) = 7.80
Standard deviation of group 2 (control class) = 10.69
SDpooled = (𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝 1+𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑔𝑟𝑜𝑢𝑝 2)
2
= (7.80+10.69)
2=
18.49
2= 𝟗. 𝟐𝟒
Finding the effect size:
d = (𝑚𝑒𝑎𝑛 𝑜𝑓 𝑒𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡𝑎𝑙 𝑔𝑟𝑜𝑢𝑝 − 𝑚𝑒𝑎𝑛 𝑜𝑓 𝑐𝑜𝑛𝑡𝑟𝑜𝑙 𝑔𝑟𝑜𝑢𝑝)
𝑝𝑜𝑜𝑙𝑒𝑑 𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
d = (80.40−73.44)
9.24
d = 6.96
9.24
d = 0,75
According to the criteria, it can be measured from the calculation result that
the effect size level of this study is medium, and the effect of clipping words to
develop students’ vocabulary was quietly significant.
35 Daniel Muijs. Doing Quantitative Research in Education. (London: Sage Publications, 2004).
pp. 136 — 139 .
44
B. Discussion
Based on the findings, in experimental class before the treatment was given,
they had the total score 1.793, the maximum score was 85 and the minimum score
was 29 with the average score 71.72. Meanwhile, in the post-test, which after the
treatment was given, they had the total score of 2.010, the maximum score was 97,
and the minimum score was 59 with the average score 80.40. It showed that they
generally gained their score about 8.92 points. Indeed, in the controlled class which
no treatment, in pre-test they had the total score 1.829 which higher than the
experimental class, their maximum score was 86 and the minimum was 54 with the
average score 73.16. Meanwhile, in the post-test, they had the total score of 1.836,
the maximum score was 91 and the minimum score was 54 with the average score
73.44. It showed that, even though their score in pre-test was higher than
experimental class, in post-test they only gained their score about 1,16 points. It
because of no treatment in the controlled class.
Based on the t-test from SPSS used Kolmogorov’s table, it showed that the
data were normally distributed (p ≥ α) with the significance score of pre-test in
experimental class was (0.156 ≥ 0.05), and the significance of post-test in
experimental class was (0.200 ≥ 0.05). While the significance of pre-test in control
class was (0.176 ≥ 0.05) and the significance of post-test in control class was (0.200
≥ 0.05). The result shows that the significances of the two classes were above 0.05.
According to Table 4.8 above, the result showed that the data were
homogeneous. It can be proved by the significance of pre-test was 0.572, which
was higher than the significance level α = 0,05. Meanwhile, the homogeneity of
post-test showed 0,071 as the significance value of the data. Both results of the pre-
test and post-test data were higher than the significance level α = 0,05.
Based on the t-test from SPSS calculation, it can be proved that ρ
(sig. (2-tailed)) ≤ α; 0.015 ≤ 0.05. It means that Ho –which is null hypothesis that
clipping words did not give significant effect to develop students’ vocabulary at the
tenth-grade students of SMAN 5 Kota Tangerang Selatan rejected and Ha –which
is an alternative hypothesis that the clipping words showed the significant effect to
develop students’ vocabulary at the tenth-grade students of SMAN 5 Kota
45
Tangerang Selatan– was accepted. The effect size of the clipping words was 0.75.
Therefore, the effect size level of this research was medium.
The finding of this research supports and proves the idea as what is stated
by Scott Thornbury in his book. He defines that learning vocabulary is important.36
Besides, Richard and Renandya explain that vocabulary is a core element of
language proficiency and provides much of the basis for how well learners speak,
listen, read, and write.37 From all the explanation above, the researcher infers that
vocabulary is most important and a central component of language. It because can
affects four language skills, without enough vocabulary people cannot enrich their
knowledge of words and it makes they cannot communicate or express their ideas
both in oral and written form. Because of that, learning vocabulary cannot be
separated if we want to learning a language.
Many experts had explained about how to teach vocabulary to increase
students’ vocabulary. There are Adrian Doff, Ruth Gairns and Stuart Redman, and
Jeremy Harmer. In this research, the researcher used verbal techniques or verbal
explanation for upper intermediate learners by Ruth Gairns and Stuart Redman,
Jeremy Harmer. Ruth Gairns and Stuart Redman describe that there are several
techniques in teaching vocabulary. One of them, by verbal techniques, which
includes use of illustrative situation, use of synonym and definition, and example
of the types.38 Meanwhile, Jeremy Harmer expresses that there is a lot of way to
teach vocabulary depend on the level of learners.39 For instance, he will use about
word formation and definition game for upper intermediate learners.
In this research, the researcher considered to used Jeremy Harmer, and Ruth
Gairns and Stuart Redman’s statement because it is suitable for the research, which
focuses on vocabulary and clipping words, as one of a kind of word formation, and
36 Scott Thornbury. How to Teach Vocabulary. (England: Person Education Limited, 2002).
pp. 13 — 14. 37 Jack C. Richards and Willy A. Renandya. Methodology in Language Teaching. (USA:
Cambridge University Press, 2002). p. 255. 38 Ruth Gairns and Stuart Redman. Working with words: A guide to Teaching and Learning
Vocabulary. (Cambridge: Cambridge University Press, 1986). pp. 73 — 76. 39 Jeremy Harmer. The Practice of English Language Teaching (Forth Edition). (Malaysia:
Pearson Education Limited, 2007). pp. 229 — 245.
46
the sample also upper intermediate learner. Which they can interact with others
spontaneously, can produced clear, detailed text on a wide range by their material
about explanation text, also can understand the main ideas of complex text, it refers
to Common European Framework of Reference for Language Learning.40 Based on
Meyer, clipping words is a shortened word without changing the meaning.41 Like
TV clipped from Television, etc.
From the data analysis of the research, it can be assumed that clipping words
can give significant effect to develop students’ vocabulary in experimental class
because the score in post-test which after being taught by using clipping words is
higher than before the researcher gave the treatment. This is equivalent to the results
of their interview stating that they felt their vocabulary increased. Furthermore, in
the controlled class, most of them have felt that their vocabulary was increased too.
By contrast, relating to the results of their post-test, it very contrary because the
results didn’t significant because of this class no treatment by using clipping words.
They only gained their score of about 1.16 points.
In summary, using clipping words is effective to develop students’
vocabulary, especially for the tenth-grades students at SMAN 5 Kota Tangerang
Selatan.
40 Council of Europe. Common European Framework of Reference for Languages: Learning,
Teaching, Assessment. (New York: Cambridge University Press, 2006). p. 24. 41 Charles F. Meyer. Introducing English Linguistics. (New York: Cambridge University Press,
2009). p. 181
47
CHAPTER V
CONCLUSION AND SUGGESTION
After finishing the whole steps of this research, the researcher drew the
conclusion referring to the result of the study. After that, related to the conclusion,
the researcher gave suggestions.
A. Conclusion
From the data calculation above, the researcher found that the total score of
the post-test in the experimental class was higher than pre-test which after the
researcher gave the treatment. And the researcher also found at the same time
provide evidence, if the class —controlled class, didn’t give the treatment in class
using clipping words, the class didn’t get a significant effect to increase their
vocabulary. Additionally, it could be concluded that there was a quite significant
effect of using clipping words to develop students’ vocabulary and Ha was accepted.
Based on the findings, it is also concluded that clipping words have a
significant effect on students’ vocabulary at tenth-grades students of SMAN 5 Kota
Tangerang Selatan. It can be seen from the data with the statistical hypothesis of
significance level 5% which is calculated by using SPSS version 24 showed that
the mean score of experimental class after being taught by using clipping words
was 80.40 and it was higher than the mean score before using clipping words; it
was 71.72. The data analysis, moreover, showed that sig. 2-tailed (ρ) ≤ α; 0.015 ≤
0.05. It means that (Ho) as the null hypothesis was rejected and (Ha) as the
alternative hypothesis was accepted. Therefore, clipping words shows the
significant effect to develop students’ vocabulary. It is also supported by the effect
size of clipping words on this research; it was 0.75. It shows that it has a medium
effect size level.
In summary, this research shows that using clipping words can affect
students' vocabulary at the tenth grades students of SMAN 5 Kota Tangerang
Selatan.
48
B. Suggestion
Based on the conclusion mentioned above, the researcher gave the
following suggestions:
1) For the students of SMAN 5 Kota Tangerang Selatan (2018/2019) should
explore more about clipping words to help them to increase their
vocabulary.
2) For all the English teachers, especially the English teachers of SMAN 5
Kota Tangerang Selatan (2018/2019) should introduce details of clipping
words towards students as early as possible. So that the students can enrich
their vocabulary during learning, and the teachers must emphasize their
students to always apply clipping words in their daily. In order to realize
that their vocabulary is increasing. And at the end of the semester, the
teachers must evaluate the vocabulary that they have got and the extent to
which they apply the vocabulary in their daily lives.
3) For the further researcher, the result of this study can be used as basic
information or reference about implementation clipping words for other
research in conducting a similar study.
49
REFERENCES
Alsaawi, A. A. (2013). To What Extent Guessing The Meaning, From The Context,
is Helpful in Teaching Vocabulary. ARECLS, 10, 2.
Benjamin Saunders, J. K. (2015). Anonymising interview data: Challenges and
compromise in practice. Qualilative Research, 15(5), 620.
doi:10.1177/1468794114550439
Creswell, J. W. (2012). Educational Research Planning, Conducting, and
Evaluating Quantitative and Qualitative Research 4th Edition. University
of Nebraska-Lincoln: Pearson.
Education, B. H. (n.d.). Bright HUB Education. Retrieved from
https://www.brighthubeducation.com/esl-lesson-plans/59679-forming-
new-words-compounds-clipping-and-blends/.
English, T. (n.d.). Retrieved from
https://www.teachingenglish.org.uk/article/clipping
Europe, C. o. (2011). Common European Framework of Reference for Languages:
Learning, Teaching, Assessment. New York: Cambridge University Press.
Fry, E. P., & Kress, J. E. (2006). The Reading Teacher’s Book of Lists 5th Edition.
San Francisco, CA: Jossey Bass.
Gairns, R., & Redman, S. (1986). Working with words: A guide to Teaching and
Learning Vocabulary. Cambridge: Cambridge University Press.
Harley, H. (2006). English Words: A Linguistics Introduction. UK: Blackwell
Publishing.
Harmer, J. (2007). The Practice of English Language Teaching (Forth Edition).
Malaysia: Pearson Education Limited.
Hiebert, E. H., & Kamil, M. L. (2005). Teaching and Learning Vocabulary:
Bringing Research to Practice. USA: Lawrence Erlbaum Associates, Inc.
John, R. (2000). Assessing Vocabulary. Cambridge UK: Cambridge University
Press.
Meyer, C. F. (2009). Introducing English Linguistics. New York: Cambridge
University Press.
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Oxford, D. (2008). Oxford Learner’s Pocket Dictionary. New York: Oxford
University Press.
Plag, I. (2002). Word-Formation in English. Siegen: Cambridge University Press.
Richards, J., & Renandya., W. (2002). Methodology in Language Teaching. USA:
Cambridge University Press.
Riddell, D. (2010). Teach English as a Foreign Language. Cambridge: Hodder
Arnold H&S.
Scrivener, J. (2011). Learning Teaching. English: Macmillan Education.
Sudijono, A. (2011). Pengantar Statistik Pendidikan. Jakarta: Rajawali Press.
Susanto, A. (2017, October). The Teaching of Vocabulary: a Perspective. Jurnal
KATA, 1(2), 183.
Thornbury, S. (2002). How to Teach Vocabulary. England: Person Education
Limited.
Ur, P. (2009). A Course in Language Teaching. In A. Doff, Teach English: A
Training Course for Teachers. New York: Cambridge University Press.
Wikibooks. (n.d.). Wikipedia. Retrieved from Word Formation/Clipping:
https://en.wikibooks.org/wiki/Word_formation/Clipping
Yule, G. (2010). The Study of Language (4th Edition). Cambridge: Cambridge
University Press.
51
APPENDICES
52
Appendix 1: Surat Bimbingan Didin Nuruddin Hidayat, Ph.D.
53
Appendix 2: Surat Bimbingan Dr. Atiq Susilo, M.A.
54
Appendix 3: Izin Penelitian
55
Appendix 4: Surat Pengesahan Judul
56
Appendix 5: Teaching Plan
TEACHING PLAN
Standar Kompetensi : Memahami teks fungsional, unsur kebahasaan dan struktur teks dari teks descriptive dan teks explanation.
Kompetensi Dasar : 3.13 Menganalisis perbedaan fungsi sosial, struktur teks dan unsur kebahasaan dari teks descriptive dan teks explanation,
sesuai dengan konteks penggunaan nya.
4.17 Menyebutkan perbedaan dan persamaan teks descriptive dan teks explanation, dilihat dari fungsi sosial, struktur
teks, dan unsur kebahasaan nya.
Meeting Learning Objective
Learning Experience
Media Assignment
Experimental Class Control Class
I
To measure students’
understanding of
clipping words before
giving the treatment.
- The researcher gives pre-test
to the students. The pre-test
consists of interview sheet
and test. The test is arranged
into fill in the blank. It
consists of 2 questions.
- The content of the test in
question number 1 is about
- The researcher gives pre-test
to the students. The pre-test
consists of interview sheet
and test. The test is arranged
into fill in the blank. It
consists of 2 questions.
- The content of the test in
question number 1 is about
- Paper
- Pen
- Open ended
questionnair
e sheet
- Test
57
clipping words, the original
words from the clipping
words, and the meaning.
And for the question number
2, the students asked to
make a short descriptive text
with the clipping words they
had already known.
clipping words, the original
words from the clipping
words, and the meaning. And
for the question number 2,
the students asked to make a
short descriptive text with
the clipping words they had
already known.
II
Students are able to
recognize the meaning
of some new words in
descriptive text.
- The researcher gives
introduction the concept of
Clipping Words; the
definition of Clipping
Words, example and types
of Clipping Words.
- The researcher divides the
class into 4 groups.
- The researcher shows the
example of descriptive text.
- The researcher gives
introduction the concept of
Clipping Words; the
definition of Clipping Words
and example of Clipping
Words.
- The researcher divides the
class into 4 groups.
- The researcher shows the
example of descriptive text.
- Whiteboard
- LCD
- Marker
- List of
clipping
words
58
- The researcher asks the
groups to identify the
Clipping Words from the
text and write down the
meaning and definition in
front of the class.
- In the end of the meeting,
the researcher asks them to
categorize the Clipping
Words into its type.
- The researcher asks the
groups to identify the
Clipping Words from the
text in front of the class.
- In the end of the meeting, the
researcher asks the students
to analyze text functional,
structure and language
features that might consists
in descriptive text that has
been showed.
III
Students are able to
classify some Clipping
Words with its type.
And they can identify
the language feature,
text functional and
structural text of
descriptive text.
- The researcher explains
some details of Descriptive
text; the definition, the
purpose, language feature
and the structure of
Descriptive text.
- The researcher gives another
example of descriptive text.
- The researcher explains
some details of Descriptive
text; the definition, the
purpose, language feature
and the structure of
Descriptive text.
- The students and the
researcher discuss the text
- Whiteboard
- LCD
- Marker
- Identify
language
feature,
structure
and text
functional
of
59
- The students were asked to
identify the language feature
and structure of Descriptive
text from the text.
- The students were asked to
identify the clipping words
and the meaning that consist
from the text.
- In the end of the meeting,
the researcher asks the
students to make a
descriptive text about person
with the clipping words for
homework and find 15
clipping words, categorize
into each type and write the
original words and the
meaning.
functional, structure and
language features from
previous example in
previous meeting.
- The researcher gives another
example of descriptive text.
- The students were asked to
identify the language
feature, structure and text
functional from the new text
that given.
- In the end of meeting, the
researcher asks the students
to make descriptive text
about person for homework.
Descriptive
text
60
IV
Students are able to
identify the similarities
and differences
between the
Descriptive text and
Explanation text.
- The researcher gives an
example of Explanation text.
- The researcher asks the
students to identify the
structure, purpose, and
language feature from the
text.
- The researcher explains
some details of Explanation
text; the definition, the
purpose, language feature
and the structure of
Explanation text.
- The students were asked to
identify the differences and
similarities about
Descriptive and Explanation
text.
- The researcher gives an
example of Explanation text.
- The researcher asks the
students to identify the
structure, purpose, and
language feature from the
text.
- The researcher explains
some details of Explanation
text; the definition, the
purpose, language feature
and the structure of
Explanation text.
- The students were asked to
identify the differences and
similarities about Descriptive
and Explanation text.
- In the end of the meeting, the
students were asked to write
- Whiteboard
- LCD
- Marker
- Identify the
similarities
and
differences
between the
Description
text and
Explanation
text
61
- In the end of the meeting,
the students were asked to
write an explanation text
with the clipping words for
homework and find another
15 clipping words,
categorize into each type
and write the original words
and the meaning.
an explanation text for
homework.
V
Students are able to
remember some new
words from Clipping
word with the
definition. And
- The researcher asks some
students to come forward in
front of the class to write
about their homework
(descriptive and
explanation)
- The researcher asks students
to identify one of their
friend’s homework about the
clipping words, original
- The researcher asks some
students to come forward in
front of the class to write
about their homework
(descriptive and
explanation).
- The researcher asks
students to identify one of
their friend’s homework
about the language feature,
- Whiteboard
- LCD
- Marker
- Make a
Descriptive
text and an
Explanation
text.
62
words and the meaning of it
classify into each type.
- The researcher asks students
to identify one of their
friend’s homework about the
language feature, structure,
text functional both of the
text.
- In the end of the meeting,
the researcher asks the
students to find another 15
clipping words, categorize
into each type and write the
original words and the
meaning and memorize all
of the clipping words that
they already got. So, they
have to memorize 45
clipping words.
structure, text functional
both of the text.
63
VI
To know students’
understanding of
Clipping Words
between the
experimental and
control class after
giving the treatment.
- In the 6th meeting, the
researcher reviews the
materials that have been
learned by students;
definition of Clipping
Words, examples and types
of Clipping Words.
- In the end of the session, the
researcher holds a post-test.
- In the 6th meeting, the
researcher reviews the
materials that have been
learned by students;
definition of Clipping
Words, examples and types
of Clipping Words.
- In the end of the session, the
researcher holds a post-test.
- Paper
- Pen
- Open ended
questionnair
e sheet
- Test
64
Appendix 6: Lesson Plan of Experimental and Controlled Class
LESSON PLAN
EXPERIMENTAL CLASS
Mata Pelajaran : Bahasa Inggris (Peminatan)
Satuan Pendidikan : SMAN 5 Kota Tangerang Selatan
Kelas / Semester : X / 2
Materi Pokok : Similarities and Differences Descriptive Text and
Explanation Text
Alokasi Waktu : 8 x 45 menit
A. Kompetensi Inti (KI)
KI 1. Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2. Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan
menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan berinteraksi secara efektif dengan lingkungan sosial dan
alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia.
KI 3. Memahami, menerapkan, menganalisis, dan mengevaluasi pengetahuan
faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik
sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4. Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan
ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri serta bertindak secara efektif dan kreatif, dan
mampu menggunakan metoda sesuai kaidah keilmuan.
65
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK)
KI Kompetensi Dasar Indikator Pencapaian Kompetensi
3 3.13 Menganalisis fungsi sosial,
struktur teks, dan unsur
kebahasaan pada ungkapan
untuk menyatakan
keterkaitan/sebab akibat, sesuai
dengan konteks penggunaannya.
3.13.1 Mengidentifikasi ungkapan
untuk menyatakan
keterkaitan/sebab akibat.
3.13.2 Mendeteksi makna dan
informasi dari teks yang
terdapat ungkapan untuk
menyatakan keterkaitan/sebab
akibat.
3.13.3 Mendeteksi fungsi sosial,
struktur teks dan unsur
kebahasaan pada ungkapan
untuk menyatakan
keterkaitan/sebab akibat
4 4.17 Menyusun teks lisan dan tulis
untuk menyatakan dan
menanyakan tentang
menyatakan
keterkaitan/sebab akibat
keterkaitan/sebab akibat,
dengan memperhatikan
fungsi sosial, struktur teks,
dan unsur kebahasaan, yang
benar dan sesuai konteks.
4.17.1 Menyunting teks lisan dan tulis
sederhana pada teks deskriptif
dan teks explanation dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan sesuai dengan
kontekspenggunaanya.
4.17.2 Menyusun teks lisan dan tulis
sederhana tentang pada teks
deskriptif dan teks
explanation dengan
memperhatikan tujuan, struktur
teks, dan unsur kebahasaan
sesuai dengan konteks
penggunaanya.
66
4.17.3 Mengkomunikasikan teks lisan
dan tulis sederhana tentang teks
deskriptif dan teks explanation
dengan memperhatikan fungsi
sosial, struktur teks, dan unsur
kebahasaan sesuai dengan
konteks penggunaanya.
C. Tujuan Pembelajaran
Setelah melalui proses pembelajaran, siswa diharapkan mampu:
a. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
b. Menunjukan perilaku jujur, disiplin, percaya diri, dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru dan
teman.
c. Menyunting teks lisan dan tulis sederhana tentang teks deskriptif dan
teks explanation dengan memperhatikan fungsi sosial,struktur teks, dan
unsure kebahasaan sesuai dengan konteks penggunaanya.
d. Menyusun teks lisan dan tulis sederhana tentang teks deskriptif dan teks
explanation dengan memperhatikan tujuan, struktur teks, dan unsur
kebahasaan sesuai dengan konteks penggunaanya.
e. Mengkomunikasikan teks lisan dan tulis sederhana tentang teks
deskriptif dan teks explanation dengan memperhatikan fungsi
sosial,struktur teks, dan unsur kebahasaan sesuai dengan konteks
penggunaanya.
D. Materi Pembelajaran
Fungsi Sosial
▪ Menentukan perbedaan dan persamaan antara teks deskriptif dan teks
explanation.
67
Unsur Kebahasaan
▪ Descriptive text:
- Use simple present tense:
All company’s spend a lot of money on ads because it to attract public
attention.
- Use adjective
- Use to be
- Describe the object/character by specific.
▪ Explanation text:
- Use simple present tense
- Use conjunction
- Use action verb
- Use technical words
- Use time connectors
Struktur teks
▪ Descriptive: - Identification
- Description
▪ Explanation: - General Statement
- Explanation Sequence
- Closing
Topik
Interaksi antara guru dan peserta didik di dalam dan di luar kelas yang
melibatkan pernyataan niat yang dapat menumbuhkan perilaku yang termuat di KI.
E. Strategi atau Metode Pembelajaran
1. Pendekatan : Clipping Words
2. Model Pembelajaran : Clipping Words
3. Metode : PPP (Presentation, Practice, Production) &
groupwork.
68
F. Media, Alat dan Sumber Pembelajaran
1. Media
▪ PPT Power Point : digunakan untuk memberikan penjelasan terkait
descriptive and explanation text.
69
2. Alat
▪ Laptop dan LCD Projector: digunakan untuk menjelaskan melalui power
point.
3. Sumber Pelajaran
▪ Buku Bahasa Inggris kelas X “Advanced Learning English 1” oleh
Herman Benyamin.
▪ Suara guru
70
G. Kegiatan Pembelajaran
Pertemuan Pertama
▪ Langkah-Langkah Pembelajaran
No. Kegiatan Deskripsi Waktu
1. Pendahuluan ▪ Guru mengucapkan salam
▪ Berinteraksi dengan murid (guru
menanyakan kabar, menanyakan
kesiapan siswa untuk mengikuti
pelajaran, dsb.)
▪ Guru memeriksa kehadiran siswa.
▪ Guru memberi motivasi kepada
siswa.
▪ Guru menanyakan pelajaran yang
lalu.
▪ Guru memberikan permainan
dengan mengajukan pertanyaan
yang berhubungan dengan materi
yang akan dipelajari.
▪ Guru menjelaskan tentang tujuan
pembelajaran yang akan dicapai
dari materi yang akan dipelajari.
(Greeting)
1 menit
2 menit
1 menit
(Motivating)
2 menit
(Recall)
2 menit
(Ice breaking)
3 menit
2 menit
2. Kegiatan Inti ▪ Peserta didik di minta untuk
mengamati contoh dalam teks
deskriptif mengenai “clipping
words” yang di tampilkan di
depan kelas.
(Observing)
5 menit
▪ Guru menanyakan peserta didik
tentang isi teks dan unsur
kebahasaan yang terkandung di
dalam nya, yang sudah di
tampilkan di power point.
(Questioning)
7 menit
71
▪ Guru menjelaskan terkait clipping
words melalui power point.
(Lecturing)
15 menit
▪ Guru membagi peserta didik
menjadi 4 kelompok. Dan
meminta peserta didik untuk
membuat list terkait clipping
words yang berisi original words
beserta artinya yang terdapat di
dalam teks yang sudah
ditampilkan.
(Experimenting)
10 menit
▪ Peserta didik diminta untuk
menuliskan list yang didapat
bersama kelompoknya ke depan
papan tulis. Dan membuat satu
kalimat baru dari clipping words
yang sudah didapatkan.
▪ Peserta didik diminta untuk
mengelompokan ke tiap tipe nya
dari seluruh clipping words yang
sudah dibahas.
(Communicating)
20 menit
10 menit
3. Penutup ▪ Review materi yang telah dibahas
dan dibimbing oleh guru.
▪ Guru memberikan umpan balik
atau feedback kepada siswa
terkait proses dan hasil
pembelajaran.
▪ Penutup (salam)
(Evaluating)
5 menit
(Rewarding)
3 menit
2 menit
72
Pertemuan Ke-dua
▪ Langkah-Langkah Pembelajaran
No. Kegiatan Deskripsi Waktu
1. Pendahuluan ▪ Guru mengucapkan salam
▪ Berinteraksi dengan murid (guru
menanyakan kabar, menanyakan
kesiapan siswa untuk mengikuti
pelajaran, dsb.)
▪ Guru memeriksa kehadiran siswa.
▪ Guru memberi motivasi kepada
siswa.
▪ Guru menanyakan pelajaran yang
lalu.
▪ Guru memberikan permainan
dengan mengajukan pertanyaan
yang berhubungan dengan materi
yang akan dipelajari.
▪ Guru menjelaskan tentang tujuan
pembelajaran yang akan dicapai
dari materi yang akan dipelajari.
(Greeting)
1 menit
1 menit
2 menit
(Motivating)
2 menit
(Recall)
2 menit
(Ice breaking)
3 menit
2 menit
2. Kegiatan Inti ▪ Guru menjelaskan terkait
deskriptif teks melalui power
point.
(Lecturing)
15 menit
▪ Guru memberikan contoh
deskriptif teks dan menanyakan
peserta didik tentang isi kalimat
dan unsur kebahasaan yang
terkandung di dalam nya, yang
(Questioning)
5 menit
73
sudah di tampilkan di power
point.
▪ Peserta didik diminta untuk
mengamati contoh deskriptif teks
yang mengandung “clipping
words” yang di tampilkan di
depan kelas.
(Observing)
7 menit
▪ Guru meminta peserta didik untuk
membuat kalimat tiap tipe dari
clipping words dengan kelompok
nya.
(Experimenting)
15 menit
▪ Peserta didik read aloud kalimat
yang sudah dibuat, sehingga tiap
anggotanya dapat memiliki
kesempatan berbicara dan guru
mengetahui speaking tiap
individu peserta didik.
(Communicating)
15 menit
3. Penutup ▪ Review materi yang telah dibahas
dan dibimbing oleh guru dengan
memberikan kuis di powerpoint.
▪ Guru memberikan umpan balik
atau feedback kepada siswa
terkait proses dan hasil
pembelajaran.
▪ Penutup (salam)
(Evaluating)
5 menit
(Rewarding)
3 menit
1 menit
74
Pertemuan Ke-tiga
▪ Langkah-Langkah Pembelajaran
No. Kegiatan Deskripsi Waktu
1. Pendahuluan ▪ Guru mengucapkan salam
▪ Berinteraksi dengan murid (guru
menanyakan kabar, menanyakan
kesiapan siswa untuk mengikuti
pelajaran, dsb.)
▪ Guru memeriksa kehadiran siswa.
▪ Guru memberi motivasi kepada
siswa.
▪ Guru menanyakan pelajaran yang
lalu.
▪ Guru memberikan permainan
dengan mengajukan pertanyaan
yang berhubungan dengan materi
yang akan dipelajari)
▪ Guru menjelaskan tentang tujuan
pembelajaran yang akan dicapai
dari materi yang akan dipelajari.
(Greeting)
1 menit
1 menit
1 menit
(Motivating)
1 menit
(Recall)
2 menit
(Ice breaking)
3 menit
2 menit
2. Kegiatan Inti ▪ Peserta didik di minta untuk
mengamati tiga contoh kalimat
mengenai “cause and effect”
yang di tampilkan di depan kelas.
(Observing)
2 menit
▪ Guru menanyakan peserta didik
tentang isi kalimat dan unsur
kebahasaan yang terkandung di
dalam nya, yang sudah di
tampilkan di power point.
(Questioning)
5 menit
75
▪ Guru menjelaskan terkait cause
and effect melalui power point.
(Lecturing)
15 menit
▪ Guru meminta peserta didik untuk
membuat kalimat tiap tipe dari
cause and effect dengan kelompok
nya.
(Experimenting)
7 menit
▪ Peserta didik read aloud kalimat
yang sudah dibuat, sehingga tiap
anggotanya dapat memiliki
kesempatan berbicara dan guru
mengetahui speaking tiap
individu peserta didik.
(Communicating)
15 menit
3. Penutup ▪ Review materi yang telah dibahas
dan dibimbing oleh guru dengan
memberikan kuis di powerpoint.
▪ Guru memberikan umpan balik
atau feedback kepada siswa
terkait proses dan hasil
pembelajaran.
▪ Penutup (salam)
(Evaluating)
5 menit
(Rewarding)
3 menit
1 menit
76
Pertemuan Ke-empat
▪ Langkah-Langkah Pembelajaran
No. Kegiatan Deskripsi Waktu
1. Pendahuluan ▪ Guru mengucapkan salam
▪ Berinteraksi dengan murid (guru
menanyakan kabar, menanyakan
kesiapan siswa untuk mengikuti
pelajaran, dsb.)
▪ Guru memeriksa kehadiran siswa.
▪ Guru memberi motivasi kepada
siswa.
▪ Guru menanyakan pelajaran yang
lalu.
▪ Guru memberikan permainan
dengan mengajukan pertanyaan
yang berhubungan dengan materi
yang akan dipelajari)
▪ Guru menjelaskan tentang tujuan
pembelajaran yang akan dicapai
dari materi yang akan dipelajari.
(Greeting)
1 menit
1 menit
1 menit
(Motivating)
1 menit
(Recall)
2 menit
(Ice breaking)
3 menit
2 menit
2. Kegiatan Inti ▪ Peserta didik di minta untuk
mengamati tiga contoh kalimat
mengenai “cause and effect” yang
di tampilkan di depan kelas.
(Observing)
2 menit
▪ Guru menanyakan peserta didik
tentang isi kalimat dan unsur
kebahasaan yang terkandung di
dalam nya, yang sudah di
tampilkan di power point.
(Questioning)
5 menit
77
▪ Guru menjelaskan terkait cause
and effect melalui power point.
(Lecturing)
15 menit
▪ Guru meminta peserta didik untuk
membuat kalimat tiap tipe dari
cause and effect dengan kelompok
nya.
(Experimenting)
7 menit
▪ Peserta didik read aloud kalimat
yang sudah dibuat, sehingga tiap
anggotanya dapat memiliki
kesempatan berbicara dan guru
mengetahui speaking tiap individu
peserta didik.
(Communicating)
15 menit
3. Penutup ▪ Review materi yang telah dibahas
dan dibimbing oleh guru dengan
memberikan kuis di powerpoint.
▪ Guru memberikan umpan balik
atau feedback kepada siswa terkait
proses dan hasil pembelajaran.
▪ Penutup (salam)
(Evaluating)
5 menit
(Rewarding)
3 menit
1 menit
Tangerang, 15 Januari 2019
Mengetahui,
Guru Bidang Studi
Bahasa Inggris
Guru PLP
Bahasa Inggris
Dupiah, S.Pd., MM Intan Paramita
NIP. 19741012 200801 2 004 NIM. 11150140000050
78
◼ Experimental class:
ARYA WICAKSONO
M RIZKY G
79
HASHFI C
RIKA
80
LISTAH LINTANG
81
LESSON PLAN
CONTROLLED CLASS
Mata Pelajaran : Bahasa Inggris (Peminatan)
Satuan Pendidikan : SMAN 5 Kota Tangerang Selatan
Kelas / Semester : X / 2
Materi Pokok : Similarities and Differences Descriptive Text and
Explanation Text
Alokasi Waktu : 8 x 45 menit
A. Kompetensi Inti (KI)
KI 1. Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2. Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan
menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan berinteraksi secara efektif dengan lingkungan sosial dan
alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia.
KI 3. Memahami, menerapkan, menganalisis, dan mengevaluasi pengetahuan
faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik
sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4. Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan
ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri serta bertindak secara efektif dan kreatif, dan
mampu menggunakan metoda sesuai kaidah keilmuan.
82
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi (IPK)
KI Kompetensi Dasar Indikator Pencapaian Kompetensi
3 3.13 Menganalisis fungsi sosial,
struktur teks, dan unsur
kebahasaan pada ungkapan
untuk menyatakan
keterkaitan/sebab akibat, sesuai
dengan konteks penggunaannya.
3.13.4 Mengidentifikasi ungkapan
untuk menyatakan
keterkaitan/sebab akibat.
3.13.5 Mendeteksi makna dan
informasi dari teks yang
terdapat ungkapan untuk
menyatakan keterkaitan/sebab
akibat.
3.13.6 Mendeteksi fungsi sosial,
struktur teks dan unsur
kebahasaan pada ungkapan
untuk menyatakan
keterkaitan/sebab akibat
4 4.17 Menyusun teks lisan dan tulis
untuk menyatakan dan
menanyakan tentang
menyatakan
keterkaitan/sebab akibat
keterkaitan/sebab akibat,
dengan memperhatikan
fungsi sosial, struktur teks,
dan unsur kebahasaan, yang
benar dan sesuai konteks.
4.17.1 Menyunting teks lisan dan tulis
sederhana pada teks deskriptif
dan teks explanation dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan sesuai dengan
kontekspenggunaanya.
4.17.2 Menyusun teks lisan dan tulis
sederhana tentang pada teks
deskriptif dan teks
explanation dengan
memperhatikan tujuan, struktur
teks, dan unsur kebahasaan
83
sesuai dengan konteks
penggunaanya.
4.17.3 Mengkomunikasikan teks lisan
dan tulis sederhana tentang teks
deskriptif dan teks explanation
dengan memperhatikan fungsi
sosial, struktur teks, dan unsur
kebahasaan sesuai dengan
konteks penggunaanya.
C. Tujuan Pembelajaran
Setelah melalui proses pembelajaran, siswa diharapkan mampu:
a. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
b. Menunjukan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
c. Menyunting teks lisan dan tulis sederhana tentang teks deskriptif dan teks
explanation dengan memperhatikan fungsi sosial,struktur teks, dan unsure
kebahasaan sesuai dengan konteks penggunaanya.
d. Menyusun teks lisan dan tulis sederhana tentang teks deskriptif dan teks
explanation dengan memperhatikan tujuan, struktur teks, dan unsur
kebahasaan sesuai dengan konteks penggunaanya.
e. Mengkomunikasikan teks lisan dan tulis sederhana tentang teks deskriptif
dan teks explanation dengan memperhatikan fungsi sosial,struktur teks, dan
unsur kebahasaan sesuai dengan konteks penggunaanya.
D. Materi Pembelajaran
Fungsi Sosial
▪ Menentukan perbedaan dan persamaan antara teks deskriptif dan teks
explanation.
84
Unsur Kebahasaan
▪ Descriptive text:
- Use simple present tense:
All company’s spend a lot of money on ads because it to attract public
attention.
- Use adjective
- Use to be
- Describe the object/character by specific.
▪ Explanation text:
- Use simple present tense
- Use conjunction
- Use action verb
- Use technical words
- Use time connectors
Struktur teks
▪ Descriptive: - Identification
- Description
▪ Explanation: - General Statement
- Explanation Sequence
- Closing
Topik
Interaksi antara guru dan peserta didik di dalam dan di luar kelas yang
melibatkan pernyataan niat yang dapat menumbuhkan perilaku yang termuat di KI.
E. Strategi atau Metode Pembelajaran
1. Pendekatan : Clipping Words
2. Model Pembelajaran : Clipping Words
3. Metode : PPP (Presentation, Practice, Production) &
groupwork.
85
F. Media, Alat dan Sumber Pembelajaran
1. Media
▪ PPT Power Point : digunakan untuk memberikan penjelasan terkait
descriptive and explanation text.
2. Alat
▪ Laptop dan LCD Projector: digunakan untuk menjelaskan melalui power
point.
3. Sumber Pelajaran
▪ Buku Bahasa Inggris kelas X “Advanced Learning English 1” oleh
Herman Benyamin.
▪ Suara guru
86
G. Kegiatan Pembelajaran
Pertemuan Pertama
▪ Langkah-Langkah Pembelajaran
No. Kegiatan Deskripsi Waktu
1. Pendahuluan ▪ Guru mengucapkan salam
▪ Berinteraksi dengan murid (guru
menanyakan kabar, menanyakan
kesiapan siswa untuk mengikuti
pelajaran, dsb.)
▪ Guru memeriksa kehadiran siswa.
▪ Guru memberi motivasi kepada
siswa.
▪ Guru menanyakan pelajaran yang
lalu.
▪ Guru memberikan permainan
dengan mengajukan pertanyaan
yang berhubungan dengan materi
yang akan dipelajari.
▪ Guru menjelaskan tentang tujuan
pembelajaran yang akan dicapai
dari materi yang akan dipelajari.
(Greeting)
1 menit
2 menit
1 menit
(Motivating)
2 menit
(Recall)
2 menit
(Ice breaking)
3 menit
2 menit
2. Kegiatan Inti ▪ Peserta didik di minta untuk
mengamati contoh dalam teks
deskriptif yang di tampilkan di
depan kelas.
(Observing)
5 menit
▪ Guru menanyakan peserta didik
tentang isi teks dan unsur
kebahasaan yang terkandung di
dalam nya, yang sudah di
tampilkan di power point.
(Questioning)
7 menit
87
▪ Guru menjelaskan terkait unsur
kebahasaan dan struktur teks yang
terkandung di dalam teks melalui
power point.
(Lecturing)
20 menit
▪ Guru membagi peserta didik
menjadi 4 kelompok. Dan
meminta peserta didik untuk
memperdalam mencari materi
deskriptif dari sumber internet.
(Experimenting)
5 menit
▪ Peserta didik diminta untuk
menjelaskan apa yang sudah
mereka dapatkan dari internet
bersama kelompoknya ke depan
kelas. Dan kelompok lain yang
mendengarkan, mencatat apa saja
hal baru tentang materi deskriptif
teks yang tidak ada dalam catatan
mereka.
▪ Peserta didik beserta
kelompoknya diminta untuk
membuat satu teks baru tentang
deskriptif teks yang sudah
dipahami.
(Communicating)
20 menit
10 menit
3. Penutup ▪ Review materi yang telah dibahas
dan dibimbing oleh guru.
▪ Guru memberikan umpan balik
atau feedback kepada siswa
terkait proses dan hasil
pembelajaran.
▪ Penutup (salam)
(Evaluating)
5 menit
(Rewarding)
3 menit
2 menit
88
Pertemuan Ke-dua
▪ Langkah-Langkah Pembelajaran
No. Kegiatan Deskripsi Waktu
1. Pendahuluan ▪ Guru mengucapkan salam
▪ Berinteraksi dengan murid (guru
menanyakan kabar, menanyakan
kesiapan siswa untuk mengikuti
pelajaran, dsb.)
▪ Guru memeriksa kehadiran siswa.
▪ Guru memberi motivasi kepada
siswa.
▪ Guru menanyakan pelajaran yang
lalu.
▪ Guru memberikan permainan
dengan memainkan musik dari
orang yang berhubungan dengan
materi yang akan dipelajari.
▪ Guru menjelaskan tentang tujuan
pembelajaran yang akan dicapai
dari materi yang akan dipelajari.
(Greeting)
1 menit
1 menit
2 menit
(Motivating)
2 menit
(Recall)
2 menit
(Ice breaking)
3 menit
2 menit
2. Kegiatan Inti ▪ Guru memberikan contoh
deskriptif teks dan menanyakan
peserta didik tentang isi kalimat
dan unsur kebahasaan yang
terkandung di dalam nya, yang
sudah di tampilkan di power
point.
▪ Peserta didik diminta untuk
mengamati contoh deskriptif teks
(Questioning)
5 menit
(Observing)
7 menit
89
dan identifikasi mengenai unsur
kebahasaan dan struktur teks.
▪ Guru menjelaskan dan
meluruskan terkait deskriptif teks
yang sudah para peserta didik
identifikasi melalui power point.
(Lecturing)
15 menit
▪ Guru meminta tiap peserta didik
untuk membuat satu deskriptif
teks.
(Experimenting)
15 menit
▪ Peserta didik yang sudah
menyelasaikan tugas nya terlebih
dahulu, akan read aloud teks yang
sudah dibuat, dengan begitu guru
memberikan kesempatan
berbicara dan guru pun akan
mengetahui speaking tiap
individu peserta didik.
(Communicating)
15 menit
3. Penutup ▪ Review materi yang telah dibahas
dan dibimbing oleh guru dengan
memberikan kuis di powerpoint.
▪ Guru memberikan umpan balik
atau feedback kepada siswa
terkait proses dan hasil
pembelajaran.
▪ Penutup (salam)
(Evaluating)
5 menit
(Rewarding)
3 menit
1 menit
90
Pertemuan Ke-tiga
▪ Langkah-Langkah Pembelajaran
No. Kegiatan Deskripsi Waktu
1. Pendahuluan ▪ Guru mengucapkan salam
▪ Berinteraksi dengan murid (guru
menanyakan kabar, menanyakan
kesiapan siswa untuk mengikuti
pelajaran, dsb.)
▪ Guru memeriksa kehadiran siswa.
▪ Guru memberi motivasi kepada
siswa.
▪ Guru menanyakan pelajaran yang
lalu.
▪ Guru memberikan permainan
dengan mengajukan pertanyaan
yang berhubungan dengan materi
yang akan dipelajari.
▪ Guru menjelaskan tentang tujuan
pembelajaran yang akan dicapai
dari materi yang akan dipelajari.
(Greeting)
1 menit
2 menit
1 menit
(Motivating)
2 menit
(Recall)
2 menit
(Ice breaking)
3 menit
2 menit
2. Kegiatan Inti ▪ Peserta didik di minta untuk
mengamati contoh dalam teks
explanation yang di tampilkan di
depan kelas.
(Observing)
5 menit
▪ Guru menanyakan peserta didik
tentang isi teks dan unsur
kebahasaan yang terkandung di
dalam nya, yang sudah di
tampilkan di power point.
(Questioning)
7 menit
91
▪ Guru menjelaskan terkait unsur
kebahasaan dan struktur teks yang
terkandung di dalam teks melalui
power point.
(Lecturing)
20 menit
▪ Guru membagi peserta didik
menjadi 5 kelompok. Dan
meminta peserta didik untuk
memperdalam mencari materi
explanation dari sumber internet.
(Experimenting)
5 menit
▪ Peserta didik diminta untuk
menjelaskan apa yang sudah
mereka dapatkan dari internet
bersama kelompoknya ke depan
kelas. Dan kelompok lain yang
mendengarkan, mencatat apa saja
hal baru tentang materi
explanation teks yang tidak ada
dalam catatan mereka.
▪ Peserta didik beserta
kelompoknya diminta untuk
mencari satu teks baru tentang
explanation teks dan
mengidentifikasi yang sudah
dipahami.
(Communicating)
20 menit
10 menit
3. Penutup ▪ Review materi yang telah dibahas
dan dibimbing oleh guru.
▪ Guru memberikan umpan balik
atau feedback kepada siswa
terkait proses dan hasil
pembelajaran.
▪ Penutup (salam)
(Evaluating)
5 menit
(Rewarding)
3 menit
2 menit
92
Pertemuan Ke-empat
▪ Langkah-Langkah Pembelajaran
No. Kegiatan Deskripsi Waktu
1. Pendahuluan ▪ Guru mengucapkan salam
▪ Berinteraksi dengan murid (guru
menanyakan kabar, menanyakan
kesiapan siswa untuk mengikuti
pelajaran, dsb.)
▪ Guru memeriksa kehadiran siswa.
▪ Guru memberi motivasi kepada
siswa.
▪ Guru menanyakan pelajaran yang
lalu.
▪ Guru memberikan permainan
dengan memainkan musik dari
orang yang berhubungan dengan
materi yang akan dipelajari.
▪ Guru menjelaskan tentang tujuan
pembelajaran yang akan dicapai
dari materi yang akan dipelajari.
(Greeting)
1 menit
1 menit
2 menit
(Motivating)
2 menit
(Recall)
2 menit
(Ice breaking)
3 menit
2 menit
2. Kegiatan Inti ▪ Guru memberikan contoh
explanation teks dan menanyakan
peserta didik tentang isi kalimat
dan unsur kebahasaan yang
terkandung di dalam nya, yang
sudah di tampilkan di power
point.
▪ Peserta didik diminta untuk
mengamati contoh explanation
teks dan identifikasi mengenai
(Questioning)
5 menit
(Observing)
7 menit
93
unsur kebahasaan dan struktur
teks.
▪ Guru menjelaskan dan
meluruskan terkait explanation
teks yang sudah para peserta didik
identifikasi melalui power point.
(Lecturing)
15 menit
▪ Guru meminta peserta didik untuk
membahas teks explanation yang
sudah mereka cari dan
identifikasi.
(Experimenting)
15 menit
▪ Guru meminta peserta didik yang
mendengarkan teman nya
presentasi mengenai tugasnya
untuk menelaah juga, apakah
temannya sudah dengan benar
mengklasifikasikan bagian-
bagian nya.
(Communicating)
15 menit
3. Penutup ▪ Review materi yang telah dibahas
dan dibimbing oleh guru dengan
memberikan kuis di powerpoint.
▪ Guru memberikan umpan balik
atau feedback kepada siswa
terkait proses dan hasil
pembelajaran.
▪ Penutup (salam)
(Evaluating)
5 menit
(Rewarding)
3 menit
1 menit
Tangerang, 15 Januari 2019
Mengetahui,
Guru Bidang Studi
Bahasa Inggris
Guru PLP
Bahasa Inggris
Dupiah, S.Pd., MM Intan Paramita
NIP. 19741012 200801 2 004 NIM. 11150140000050
94
◼ Controlled Class
NABILA R
M QEIS
RAKA
95
Appendix 7: Students’ Answer Sheet (Pre-Test)
◼ Experimental Class
96
97
98
99
100
101
102
◼ Controlled Class
103
104
105
106
Appendix 8: Students’ Answer Sheet (Post-Test)
◼ Experimental Class
107
108
109
110
◼ Controlled Class
111
112
113
114
Appendix 9: Documentation
EXPERIMENTAL CLASS CONTROLLED CLASS
Open-Ended Questionnaire Pre-Test Open-Ended Questionnaire Pre-Test
Open-Ended Questionnaire Post-Test Open-Ended Questionnaire Post-Test
Main Answer Pre-Test Main Answer Pre-Test
115
Main Answer Post-Test Main Answer Post-Test
Whole Class Condition Whole Class Condition
Teaching Teaching
116
Appendix 10: References Examination Paper
117
118